Promoting Students’ Generic Skills with the Integration of e-Service Learning Platform

Related previous studies have recognized service learning ability to im-prove students’ generic skills during the service learning projects, however strategies for implementing and evaluating the effects of service learning on students’ generic skills in online environment remain limited. Therefore, this study conducted to identify what are the generic skills mentioned in students’ reflections, the differences when the responses compare to stu-dents’ performance in the course, and to analyze students’ perception to-wards the integration of e-Service Learning platform. A learning environ-ment was created using face-to-face with integration of online delivery of service learning. By the end of the course, thirty-five students were required to reflect upon their learning process while using the e-Service Learning platform. Results showed that the design of the learning environment was effective in promoting the development of these generic skills such as Global Citizen, Scholarship, Adaptability and Teamworking. The major contribution of this study is that generic skills can be promoted through the hybrid strategy of service learning that combine both face-to-face and online delivery. Academic success is strengthened both via the use of tech-nologies as well as through the implementation of experiential learning op-portunities such as service learning.

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No Significant Difference in Service Learninng Online

Online Learning ◽

10.24059/olj.v16i4.218 ◽

2012 ◽

Vol 16 (4) ◽

Cited By ~ 1

Author(s):

Sue Y. McGorry

Keyword(s):

Higher Education ◽

Service Learning ◽

Institutions Of Higher Education ◽

Management Skills ◽

Program Outcomes ◽

Online Delivery ◽

Leadership And Management ◽

Business Programs ◽

Face To Face ◽

Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

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CHALLENGES OF SERVICE LEARNING PRACTICES: STUDENT AND FACULTY PERSPECTIVES FROM MALAYSIA

Malaysian Journal of Learning and Instruction ◽

10.32890/mjli2020.17.2.10 ◽

2020 ◽

Vol 17 (Number 2) ◽

pp. 279-309

Author(s):

Norhafezah Yusof ◽

Tengku Faekah Tengku Ariffin ◽

Rosna Awang Hashim ◽

Hasniza Nordin ◽

Amrita Kaur

Keyword(s):

Service Learning ◽

Teaching And Learning ◽

Theory And Practice ◽

Face To Face ◽

Structural Support ◽

Cognitive Autonomy ◽

Service Learning Projects ◽

Group Interviews ◽

The Relationship ◽

Ministry Of Higher Education

Purpose – The primary aim of service learning is to produce holistically developed students. Despite the mandate from the Ministry of Higher Education, Malaysia to infuse service learning in the programs of studies since 2015, service learning in the country remains in its infancy. Critical insights concerning contextual compatibility are still missing in the Malaysian context. In this regard, the current paper aims to investigate the perspectives of lecturers and students on the challenges they have encountered while participating in service learning. Methodology – The study employed a qualitative approach and the principles of Scholarship of Teaching and Learning (SoTL) guided the collection of data. Students and lecturers who participated in the study were selected using purposive sampling techniques. The data from the students was collected using focus group interviews, while in-depth face to face interviews were used to collect data from the lecturers. These two sources of data were then analysed using a thematic analysis method. Findings – From the perspectives of the students, the challenges encountered were as follows: 1) there is a gap between theory and practice and 2) the lack of cognitive autonomy, while from the perspectives of the lecturers, the challenge was lack of structural support. There was also a theme seen in the common challenges experienced by the participants which was about the relationship and rapport with the community. Significance –The findings provide insights into the challenges faced by lecturers and students in a public university where service learning is practised. These insights may have implications for academic developers providing training workshops on service learning and for lecturers involved in the design and implementation of service-learning projects.

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Students Engagement and Development of Generic Skills in Gamified Hybrid Service-Learning Course

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i24.27481 ◽

2021 ◽

Vol 16 (24) ◽

pp. 220-243

Author(s):

Azizah Yusof ◽

Noor Azean Atan ◽

Jamalludin Harun ◽

Mohd Shafie Rosli ◽

Umi Mastura Abd Majid

Keyword(s):

Service Learning ◽

Instructional Strategies ◽

Repeated Measures ◽

Online Courses ◽

Learning Approach ◽

Education Systems ◽

Generic Skills ◽

Repeated Measures Anova ◽

Face To Face ◽

Online Platforms

Hybrid Service-Learning, an emerging trend of combining co-curriculum course embedded with service-learning instructional strategies in online settings, has increasingly gained popularity, as many service-learning educators are moving into online platforms. The ongoing COVID-19 pandemic has accentuated its needs, thus forcing education systems worldwide to find alternatives to face-to-face instructions, one of them being Hybrid Service-Learning. This has prompted many researchers to attempt utilising gamification in online courses to increase students’ engagement. The purpose of this research was to report a gamified Hybrid Service-Learning (GAMYSEL) through students’ level of engagement proposed by Schlechty, used as a data classification to compare students’ scorings in their earning of points, badges, level and leaderboards. The results of the study indicated that, the students’ levels of engagement were relatively high through Advocacy Hybrid-Service Learning approach, where majority of them achieved the Strategic Compliance and Optimal Engagement categories. The students’ generic skills were further analysed with one-way repeated measures ANOVA and it was discovered that, GAMYSEL had positive impacts in developing these skills in five stages of service-learning. Both of these findings suggest that student’s engagement and generic skills had a significant effect on students learning after the use of GAMYSEL.

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Model Pembelajaran Teams Games Tournaments (TGT) untuk Meningkatkan Hasil Belajar Siswa

PHILANTHROPY Journal of Psychology ◽

10.26623/philanthropy.v3i2.1622 ◽

2019 ◽

Vol 3 (2) ◽

pp. 110

Author(s):

Suwarno Suwarno

Keyword(s):

Social Capital ◽

Academic Success ◽

Service Learning ◽

Learning Outcomes ◽

School Effectiveness ◽

Social Trust ◽

Building Blocks ◽

Learning Model ◽

Committee Report ◽

The Impact

Abstract. This study aims to determine the effectiveness of the Teams Games Tournament (TGT) learning model to improve student learning outcomes. This research is important because the lecture learning model makes learning meaningless so it impacts on low learning outcomes. This research uses quasi experiment using control class and experimental class. Respondents in this study were students of class X SMK 8 Semarang Academic Year 2017/2018. Sample selection using random sampling, class X1 is used as a control class and X2 is an experimental class. The experimental class was given an intervention by learning Teams Games Tournaments (TGT), while the control class used lecture learning. The effectiveness of the model was measured by the student test analysis method. then analyzed by completeness test and average difference test. The findings of this study are the learning outcomes of experimental class students achieving better learning outcomes than classes using the lecture method.Keywords: Learning Model, Teams Games Tournaments (TGT). Students Daftar Pustaka Bofota, Y. B., & Bofota, Y. B. (2017). The impact of social capital on children educational outcomes : the case of Tanzania The impact of social capital on children educational outcomes : The case of Tanzania.Cahuc, P., Shleifer, A., & Algan, Y. (2014). Teaching Practices and Social Capital. (6052).Catts, R., & Ozga, J. (2015). What is Social Capital and how might it be used in Scotland ’ s Schools ? (36).Flint, N. (2017). Full report Schools , communities and social capital : building blocks in the ’ Big Society ’ Contents.Goddard, R. D. (2016). Relational Networks , Social Trust , and Norms : A Social Capital Perspective on Students ’ Chances of Academic Success. 25(1), 59–74.Eddy Prasongko, 2017. Team Game Tournament. Bandung. Jawa BaratEndang Poerwanti, dkk. 2008. Asesmen Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalHargreaves, A. (2015). School Social Capital and School Effectiveness. 37, 119–136.Kurnia, Inggridwati. dkk. 2018. Perkembangan belajar peserta didik. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalPurwanto. M Ngalim. 2015. Psikologi Pendidikan. Bandung: PT Remaja RosdakaryaSiddiq, M. Djauhar. 2018. Pengembangan Bahan Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.Sugiyono, 2005. Metode Penelitian Kuantitatif, Kualitatif dan Rn D, Bandung AftabetaLash, D., & Belfiore, G. (2017). 5 Essentials in Building Social Capital Report 4 of the MyWays Student Success Series. (October).Mikiewicz, P., Jonasson, J. T., Gudmundsson, G., Blondal, K. S., & Korczewska, D. M. (2011). Comparative research between Poland and Iceland.Schlesselman, L., Borrego, M., Bloom, T. J., Mehta, B., Drobitch, R. K., & Smith, T. (2015). An Assessment Of Service-Learning In 34 US Schools Of Pharmacy Follow Up On The 2001 Professional Affairs Committee Report. American Journal of Pharmaceutical Education, 79(8). https://doi.org/10.5688/ajpe798116

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Emergency LMS Training During COVID-19 at an African University of Technology

11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES - Global Conference on Business and Social Sciences Proceeding ◽

10.35609/gcbssproceeding.2020.11(113) ◽

2020 ◽

Vol 11 (1) ◽

pp. 113-113

Author(s):

Leanri van Heerden

Keyword(s):

South African ◽

Instructional Designers ◽

Delivery Mode ◽

Skills Acquisition ◽

Online Delivery ◽

Face To Face ◽

Department Of Health ◽

University Of Technology ◽

E Learning ◽

Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

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Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽

10.22582/ta.v6i0.426 ◽

2016 ◽

Vol 6 ◽

Author(s):

Melanie A. Medeiros ◽

Jennifer Guzmán

Keyword(s):

Service Learning ◽

Undergraduate Students ◽

Transformational Learning ◽

Liberal Arts ◽

The United States ◽

Field Methods ◽

The Social ◽

Service Learning Projects ◽

Transformational Experiences ◽

Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

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INCORPORATING LOCAL ISSUES: EXPLORING SERVICE LEARNING PROJECTS WITHIN WEST VIRGINIA UNIVERSITY’S CORE ARBORETUM

10.1130/abs/2017am-301437 ◽

2017 ◽

Author(s):

Kenneth L. Brown ◽

◽

William P. Frier

Keyword(s):

Service Learning ◽

West Virginia ◽

Service Learning Projects ◽

Learning Projects

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Teaching Mathematics at Distance: A Challenge for Universities

Education Sciences ◽

10.3390/educsci11010001 ◽

2020 ◽

Vol 11 (1) ◽

pp. 1

Author(s):

Rosalinda Cassibba ◽

Daniela Ferrarello ◽

Maria Flavia Mammana ◽

Pasquale Musso ◽

Mario Pennisi ◽

...

Keyword(s):

Teaching Mathematics ◽

State University ◽

Distance Teaching ◽

Face To Face ◽

University Mathematics ◽

Learning Platform ◽

E Learning ◽

University Level ◽

Teaching Modality ◽

The Way

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching.

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