scholarly journals Service-learning outcomes measurement scale (S-LOMS) : the user manual

2020 ◽  
Author(s):  
Ka Hing LAU ◽  
◽  
Robin Stanley SNELL ◽  
Keyword(s):  
Hong Kong ◽  
Service Learning ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Developmental Outcomes ◽  
Measurement Scale ◽  
Outcomes Measurement ◽  
Pedagogical Strategy ◽  
Institutional Capacity Building ◽  
Hong Kong Higher Education

This book outlines the development and how to make use of the Service-Learning Outcomes Measurement Scale (S-LOMS) in assessing student developmental outcomes after service-learning experience. This book results from a cross-institutional project named “Cross-institutional Capacity Building for Service-Learning in Hong Kong Higher Education Institutions (PolyU4/T&L/16-19)”, aiming at enhancing and supporting the development of service-learning as an effective pedagogical strategy under the collaboration of Lingnan University, The Hong Kong Polytechnic University, Hong Kong Baptist University, and The Education University of Hong Kong.

scholarly journals The Development of a Service-Learning Outcomes Measurement Scale (S-LOMS)

2020 ◽  
Vol 31 (1) ◽  
pp. 44-77
Author(s):  
Robin Stanley SNELL ◽  
Ka Hing Lau
Keyword(s):  
Hong Kong ◽  
Service Learning ◽  
Learning Outcomes ◽  
Tertiary Education ◽  
Measurement Instrument ◽  
Thinking Skills ◽  
Measurement Scale ◽  
Self Awareness ◽  
Problem Solving Skills ◽  
Outcomes Measurement

Service-learning as a transformative pedagogy has been adopted within Hong Kong’s tertiary education sector for over a decade; however, the lack of a standardized and validated measurement instrument to assess its student learning outcomes has been an obstacle to its further development. The current research study, collaboratively conducted by Lingnan University, The Hong Kong Polytechnic University, Hong Kong Baptist University, and The Education University of Hong Kong, therefore aims to develop such a measurement instrument named the “Service-Learning Outcomes Measurement Scale (S-LOMS),” taking consideration of the unique features of service-learning in Hong Kong. The scale development and validation work, with exploratory factor analysis and reliability test, has thus far demonstrated that the student-perceived learning outcomes after service-learning can be measured and assessed through 56 items. These items cover 11 domains under four major categories, namely: a) knowledge application; b) personal and professional skills, including relationship and team skills, creative problem solving skills, self-reflection skills, and critical thinking skills, c) civic orientation and engagement, including sense of social responsibility, community commitment and understanding, and caring and respect, and d) self-awareness, including self-efficacy, self-understanding, and commitment to self-improvement. Several additional insights arising from the validation results are discussed.

scholarly journals Confirmatory Factor Analysis for a Service-Learning Outcomes Measurement Scale (S-LOMS)

2020 ◽  
Vol 32 (1) ◽  
pp. 3-34
Author(s):  
Ka Hing Lau ◽  
Robin Stanley Snell
Keyword(s):  
Factor Analysis ◽  
Service Learning ◽  
Confirmatory Factor Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Higher Order ◽  
Measurement Scale ◽  
Outcomes Measurement ◽  
Confirmatory Factor

Service-learning was introduced into Hong Kong over a decade ago, yet there is a research gap about the self-perceived student learning outcomes, partly due to the lack of a reliable measurement instrument across disciplines and service-learning types. This study evaluated a recently created Service-Learning Outcomes Measurement Scale (S-LOMS) through confirmatory factor analysis with 629 students. S-LOMS measures self-perceived student learning outcomes with 56 items covering various learning outcome domains under four higher-order categories: knowledge application; personal and professional skills; civic orientation and engagement; and self-awareness. Alternative measurement models were compared, with the results indicating that although a model with 11 domains and without higher-order categories was preferred, there was also support for a model with 10 domains subsumed under the four higher-order categories. Multi-sample analyses indicated that both models were stable across gender.

scholarly journals Effects of an Internationalization at Home (IAH) Programme on Cultural Awareness among Medical and Nursing Students in Hong Kong and Indonesia During the COVID-19 Pandemic: A Mixed-Methods Study

2022 ◽  
Author(s):  
Patrick Pui Kin KOR ◽  
Clare YU ◽  
Ida ayu TRIASTUTI ◽  
Mitra Andini SIGILIPOE ◽  
Haryo Dimasto KRISTIYANTO ◽  
...  
Keyword(s):  
Hong Kong ◽  
Mixed Methods ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Cultural Awareness ◽  
Learning Experience ◽  
Mixed Methods Study ◽  
Face To Face ◽  
Internationalization At Home ◽  
At Home

Abstract Background: The COVID-19 pandemic has severely impacted the learning experience of students by limiting their opportunities for face-to-face intercultural exchanges. Given the importance of cultural competence in medical education, there is a need to develop a programme that promotes cultural awareness, but that offers more flexibility in terms of outbound mobility. This study aims to evaluate the effectiveness of an internationalization at home programme and to explore the learning experiences of medical and nursing students from Hong Kong and Indonesia. Methods: Students were recruited from two universities in Hong Kong and Indonesia. They attended an online internationalization at home programme designed by members of the research team from both countries. A mixed-methods study was conducted. A pre-test post-test design was used to evaluate the effects of the programme on cultural awareness, and four focus group interviews were conducted to explore the students’ experiences in the programme. Quantitative and qualitative data were analysed by T-test and thematic analysis. Data were integrated via triangulation. Results: One hundred and forty-eight students from Hong Kong and Indonesia participated in the study. After the programme, there was a significant improvement in cultural awareness. Three themes were identified: (1) learning process: enjoyable, but a desire remains for face-to-face cross-cultural communication; (2) learning outcomes: gained cultural awareness, developed cultural sensitivity, had an opportunity to practice language and learn about new learning styles; (3) factors influencing learning outcomes: facilitators (micro-movie and active communication) and barriers (language barrier, inappropriate time arrangement, insufficient prior briefing). Conclusion: This programme achieved the learning outcomes by successfully enhancing the cultural awareness of students during a time of pandemic when outbound student exchanges were not possible. Further adaptations of the programme are required to further enhance learning outcomes.

Chapter 4: Understanding Community through Critical Service-Learning: Preparing Future Teachers to Enact School Reform Principles that Empower Youth

2021 ◽  
Vol 123 (13) ◽  
pp. 1-16
Author(s):  
Alan Tinkler ◽  
Barri Tinkler
Keyword(s):  
Service Learning ◽  
School Reform ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Academic Support ◽  
The United States ◽  
Content Literacy ◽  
Future Teachers ◽  
Refugee Youth ◽  
Literacy Course

Background/Context A number of states across the United States are seeking to implement school redesign efforts to support greater equity and to empower youth. Because these initiatives require teachers to implement strategies they typically have not experienced as learners, there is a need for models to prepare them to enact these innovations. Research has shown that service-learning can provide a view into educational experiences that are different from what teacher candidates experienced in their own schooling. Purpose/Focus of Study The state of Vermont recently legislated school reform that includes three elements: (1) proficiency-based learning, (2) personalized learning, and (3) flexible pathways to graduation. Enacting these mandates requires fostering youth voice. When redesigning our courses to model these principles, we added a critical service-learning experience to a content literacy course in our teacher education program, providing one-on-one academic support to resettled refugee youth. This qualitative study explores the learning outcomes of that service-learning experience. In addition, this study examines how these learning outcomes relate to the knowledge, skills, and dispositions needed to enact school reform efforts focused on empowering youth. Research Design This interpretive study examines the critical service-learning experience embedded in a content literacy course. Candidates provided weekly academic support to resettled refugee youth in one of three community centers. There were 18 participants in the study. Data collection included reflection papers, an anonymous questionnaire, and interviews with selected participants. Conclusions/Recommendations Data analysis demonstrates that the service-learning experience (1) cultivated an awareness of individual learners, (2) increased the understanding of pedagogical practices for diverse learners, (3) fostered a sense of cultural humility, and (4) broadened understanding of the community. Taken together, these impacts help prepare future teachers to enact school reform in ways that empower youth.

Spirituality as a key positive youth development construct for university students

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Wynants Ho
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Learning Outcomes ◽  
Youth Development ◽  
Positive Youth Development ◽  
Spiritual Leadership ◽  
Developmental Outcomes ◽  
Curriculum Structure ◽  
Basic Concepts ◽  
Intended Learning Outcomes

AbstractThe curriculum of a lecture about spirituality in the course entitled “Tomorrow’s Leaders” developed by The Hong Kong Polytechnic University is introduced in this paper. With reference to the basic tenets of outcome-based learning, the intended learning outcomes and the curriculum structure are illustrated. The following topics related to the construct of spirituality are included in this paper: definition and basic concepts of spirituality, theories of spirituality, antecedents of spirituality, spirituality and adolescent developmental outcomes, spirituality and leadership, and ways to promote spiritual leadership. Topics for reflections are also presented at the end of the paper.

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