scholarly journals Exploring Student Emotional Engagement in Extreme E-service Learning

2021 ◽  
Vol 16 (23) ◽  
pp. 43-55
Author(s):  
Valerie Bukas Marcus ◽  
Noor Azean Atan ◽  
Shaharuddin Md Salleh ◽  
Lokman Mohd Tahir ◽  
Sanitah Mohd Yusof
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Positive Emotions ◽  
Course Design ◽  
Education Institution ◽  
Emotional Engagement ◽  
Learning Program ◽  
Online Students ◽  
Online Student ◽  
Study Approach

This article reports on a qualitative study that explored online student emotional engagement experiences during Extreme e-Service Learning program in a higher education institution. There are very few studies providing in-depth perspectives on the engagement experiences of online students, moreover in Extreme e-Service Learning program. This research adopted a case study approach, following 27 online students over one semester. The setting for this study involved undergraduate students who enroll for co-curriculum course that implement Extreme e-Service Learning in one of the public universities in Malaysia. The aim of this study was to explore student's emotional engagement throughout the Extreme e-Service Learning and investigate what makes them engaged emotionally. Data was collected from participant’s reflective journal and analyzed according to engagement rubric meanwhile open-ended question was analyzed using thematic analysis. Researcher found out that participants generally have positive emotions throughout the learning process, and it gradually increased until the end of the course. Main reason for this positive emotional engagement was due to the role of instructors and peers, course design, and personal value practiced by participants. One limitation of this study is that it is relatively small but still its finding provides insight to the instructor of Service Learning that wants to shift to the online platform at the same time achieve successful and engaging learning experiences.

Lessons Learned From 15 Years of Service-Learning

2018 ◽  
pp. 17-40
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Lessons Learned From 15 Years of Service-Learning

2021 ◽  
pp. 903-925
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

PILOT STUDY: IMPACTS OF A TELEPHONE-BASED SERVICE-LEARNING PROGRAM ON UNDERGRADUATE STUDENTS IN HONG KONG

2021 ◽  
Author(s):  
Mong Yung Fung ◽  
Yan Tung Astor Lee ◽  
Mei Ling Wong ◽  
Yu Hong Lee ◽  
Vivian Lee ◽  
...  
Keyword(s):  
Hong Kong ◽  
Pilot Study ◽  
Service Learning ◽  
Undergraduate Students ◽  
Learning Program

Maintaining Motivation in Online Students

2016 ◽  
pp. 1472-1509 ◽  
Author(s):  
Cindy Stewart ◽  
Travis Crone
Keyword(s):  
Academic Performance ◽  
Instructional Design ◽  
Instructional Practices ◽  
Course Design ◽  
Student Attrition ◽  
Motivational Theory ◽  
Online Students ◽  
Online Student ◽  
Cognitive Framework

This chapter provides an overview of the major motivation theories, and examines how the ARCS-V model applies motivational theory to instructional design. The chapter also provides a cognitive framework to support aspects of the ARCS-V model. Special attention is given to course design and instructional practices aimed at reducing online student attrition and improving academic performance. Additionally, the chapter reviews research examining the utility of the ARCS-V model, as well as recommendations for implementation within the online modality.

Practices and Reflections on Pioneer Service Learning in Higher Education of China

2018 ◽  
pp. 94-114
Author(s):  
Bo Wu
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Experiential Education ◽  
Undergraduate Students ◽  
Personal Growth ◽  
Course Design ◽  
The United States ◽  
Learning Goals ◽  
National Society ◽  
Teaching College

Service learning, as one form of experiential education derived from David Kolb's experiential learning model, integrates service with classroom instruction. It can be applied in primary, secondary and higher education setting. According to its broad definition from National Society of Experiential Education in the United States (1994): service learning is “any carefully monitored service experience in which a student has intentional learning goals and reflects actively on what he or she is learning throughout the experiences”. Under the rapid urbanization and economic development in China, higher education is experiencing great challenges in terms of its mission and pedagogy. I share my pioneer teaching experiences of service learning among undergraduate students at a teaching college in Guangdong, China with insufficient institutional support and community partnership. With the details of my course design, practice, and reflections on students' learning, I conclude that students benefit from service learning in their personal growth, civic learning and academic enhancement.

scholarly journals Self-Efficacy and Civic Engagement in Undergraduate Students: Empirical Results of a Service Learning Program in Thailand

2014 ◽  
Vol 9 (2) ◽  
pp. 150-156 ◽  
Author(s):  
Prasart Nuangchalerm
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
General Education ◽  
Community Service ◽  
Undergraduate Students ◽  
Civic Education ◽  
Self Efficacy ◽  
Public Awareness ◽  
Learning Program ◽  
First Semester

The environmental and cultural problems in Thailand are large and widely distributed. To address these problems, public awareness must be raised and all sectors of society must assume their civic responsibilities to assist in sustaining both our environment and the local culture. This study sought to engage undergraduate students in civic engagement projects in order to enhance their self-efficacy to address such problems through service learning experiences. One hundred and ninety six undergraduate students participated in a general education course on civic education during the first semester of 2012. This course provided students the opportunity to explore theoretical aspects of citizenship as well as the opportunity to practice community service. Such community service allows the students to experience and learn how the community members live. Data was collected by a variety of methods; self-efficacy questionnaires, student reports, journal writing and reflections, and interviews. Findings revealed that the students had high levels of self-efficacy and increased their levels of civic engagement through the community service conducted.

scholarly journals AGING IS VERY PERSONAL: INTERPROFESSIONAL GERONTOLOGY COURSE IMPROVING STUDENT ATTITUDES TOWARD OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S151-S151
Author(s):  
Jason T Garbarino
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Lived Experience ◽  
Undergraduate Students ◽  
Student Attitudes ◽  
Health Science ◽  
Relationship Building ◽  
Student Interest ◽  
Learning Program ◽  
Program Construction

Abstract Educational programs that foster the development of a robust healthcare workforce committed to the provision of exemplary care of older adults is vital. The Aging is Very Personal (AIVP) service learning gerontology course has demonstrated the ability to foster future student interest and improved attitudes towards working with older adults. The AIVP program provides mutual benefit for undergraduate students from a variety of health science majors and older adult resident volunteers at local senior living facilities. For students, AIVP serves as direct insight into the lived experience of aging among community older adults. Students are provided the opportunity to practice communication skills, relationship-building skills, and gain an understanding of the multitude of diverse needs within this population. Older adults who volunteer to participate in the activity are provided with the opportunity to speak to and actively engage with students and feel empowered by the opportunity to provide valuable life guidance. This presentation will provide a curricular overview of the steps required to construct, implement, and evaluate an interprofessional gerontology course. A review of student learning objectives, service-learning program construction, selected course topics, and student assignments will be presented. Attitudes and future interest in working with older adults measured in the initial interprofessional student cohort (n=106) will be presented. A pre-established, validated tool utilized to effectively measure student attitudes and interest pre/post-course participation will be reviewed.

scholarly journals Walking the Tightrope: Online Student Engagement Experiences

2020 ◽  
pp. 194-200
Author(s):  
Orna Farrell ◽  
James Brunton
Keyword(s):  
Student Engagement ◽  
Course Design ◽  
Research Question ◽  
Approaches To Learning ◽  
Community Support ◽  
Structural Factors ◽  
Structured Interviews ◽  
Online Students ◽  
Online Student ◽  
Peer Community

Studying online is like walking a tightrope for many online students as they try to balance work and caring responsibilities with their learning. This paper reports on a qualitative case study which explored the balancing act of online student engagement experiences. The study followed twenty-four DCU Connected online students over one academic year. The research question for the study was: What themes are central to online student engagement experiences? Data was collected via participant eportfolio entries and through semi-structured interviews and was then analysed thematically. Four key themes were constructed via the analytic process, which included: the importance of community, support networks, balancing study with life, and approaches to learning. The findings indicate that successful online student engagement was influenced by a number of psychosocial factors such as peer community, an engaging online teacher, and confidence and by structural factors such as lifeload and course design.

A letter to teacher candidates at the dawn of the Trump Presidency

2017 ◽  
Vol 16 (3) ◽  
pp. 319-330 ◽  
Author(s):  
Peter Smagorinsky ◽  
Andie Brasley ◽  
Rebekah Johnson ◽  
Lisa Shurtz
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Candidates ◽  
Course Design ◽  
Book Club ◽  
English Education ◽  
Content Type ◽  
The Us ◽  
Interpretive Authority ◽  
The University

Purpose This paper aims to describe a letter written to undergraduate students before their enrollment in a required foundations course, Service-Learning in English Education, taken before admission to the English education program at [the university]. The course, offered in the spring of 2017, came on the heels of Donald Trump’s election to the US Presidency, an event that followed from a campaign that raged against “politically correct” social developments that respect the dignity of people historically marginalized in US society. Design/methodology/approach The letter lays out the perils of teaching a diversity-oriented course in an era of disdain for diverse people and cultures. The letter explains how the course design attempts to give all interpretive authority to the students through their selection of course books and the book club design of promoting discussion outside professorial surveillance. Findings The paper includes the comments of three students regarding their response to the letter and course, and concludes that teaching a politicized course in a tempestuous time is risky yet possible. Originality/value This paper looks at one teacher educator’s approach to introducing diversity-related ideas in a Red State during an anti-diversity presidency.

Maintaining Motivation in Online Students

2016 ◽  
pp. 29-64 ◽  
Author(s):  
Cindy Stewart ◽  
Travis Crone
Keyword(s):  
Academic Performance ◽  
Instructional Design ◽  
Instructional Practices ◽  
Course Design ◽  
Student Attrition ◽  
Motivational Theory ◽  
Online Students ◽  
Online Student ◽  
Cognitive Framework

This chapter provides an overview of the major motivation theories, and examines how the ARCS-V model applies motivational theory to instructional design. The chapter also provides a cognitive framework to support aspects of the ARCS-V model. Special attention is given to course design and instructional practices aimed at reducing online student attrition and improving academic performance. Additionally, the chapter reviews research examining the utility of the ARCS-V model, as well as recommendations for implementation within the online modality.

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