Abstract
Purpose: This paper evaluated an electronic service-learning (e-SL) course utilizing regular and intensive delivery modes offered to undergraduate students in the 2020–2021 academic year. Methods: We collected pretest–posttest data (N = 130) and students’ subjective evaluations of the course (N = 148) and the services they had provided (N = 160). Results: Students showed significant positive changes in both e-SL modes on positive youth development attributes, service leadership qualities, and life satisfaction, with greater changes among students taking the intensive mode. Students’ views towards the e-SL course and the services they provided were positive, and students in the two e-SL modes did not differ significantly in their subjective evaluations. In addition, students’ changes in outcome measures were positively associated with their subjective evaluations. Conclusions: The study provides additional support for the potential effectiveness of e-SL and suggests the promising application of intensive mode in implementing e-SL projects.
| Original language | English |
|---|---|
| Pages (from-to) | 873-887 |
| Number of pages | 15 |
| Journal | Research on Social Work Practice |
| Volume | 34 |
| Issue number | 8 |
| Early online date | 10 Oct 2023 |
| DOIs | |
| Publication status | Published - 1 Nov 2024 |
Keywords
- electronic service-learning (e-SL)
- intensive delivery mode
- life satisfaction
- outcome-based evaluation
- positive youth development
ASJC Scopus subject areas
- Social Sciences (miscellaneous)
- Sociology and Political Science
- General Psychology