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Title: Evaluation of service-learning in project WeCan under COVID-19 in a Chinese context
Authors: Leung, H
Shek, DTL 
Dou, D 
Issue Date: 1-Apr-2021
Source: International journal of environmental research and public health, 1 Apr. 2021, v. 18, no. 7, 3596
Abstract: Service-learning is a widely adopted educational pedagogy and philosophy. With the support from the Wharf (Holdings) Limited (Group), service-learning was conducted in the “Project WeCan” in Hong Kong. Prior to COVID-19, traditional service-learning was implemented with students learning in the classroom and applying their knowledge and skills to the community through providing direct face-to-face service. With the COVID-19 outbreak in the 2019–20 academic year, school lockdown measures appeared. Students had to learn online and to design and implement service offsite. As the impacts of this rapid shift in paradigm remain unknown, this study examined changes in university students using a pretest–posttest design (n = 124) and perceptions of service-learning experience via the subjective outcome evaluation design (n = 192) under COVID-19. The authors also investigated service recipients’ (n = 56) satisfaction with service activities they participated in during the pandemic. Both objective outcome evaluation and subjective outcome evaluation findings revealed that service providers (university students) and recipients (secondary school students) experienced benefits from the Project. Findings support the benefits of online service-learning in “Project WeCan” even during unprecedented times such as COVID-19
Keywords: COVID-19
Positive youth development; service leadership
University-corporate-community collaboration
Publisher: Molecular Diversity Preservation International (MDPI)
Journal: International journal of environmental research and public health 
ISSN: 1661-7827
EISSN: 1660-4601
DOI: 10.3390/ijerph18073596
Rights: Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// 4.0/).
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