The coronavirus disease (COVID-19) outbreak has posed a great challenge to teaching and learning activities in higher education, particularly for service-learning subjects that involve inten-sive human interaction. Although service-learning may be transformed to a virtual mode in response to the pandemic, little is known about the impact of this new mode on student learning and well-being. This paper reports a university credit-bearing service-learning subject that involves services toward needy children and adolescents in a non-face-to-face mode under COVID-19 pan-demic. We examined the effectiveness of this subject by comparing it with the same subject deliv-ered via a face-to-face mode. Objective outcome evaluation via a pretest-posttest comparison (N = 216) showed that the students who took service-learning subjects with and without face-to-face interaction showed similar positive changes in positive youth development competences, service leadership qualities, and life satisfaction. Subjective outcome evaluation (N = 345) also showed that most students were satisfied with the subject, instructors and benefits regardless of the service mode. The findings highlight the important role of non-face-to-face service learning in promoting college students’ positive growth and well-being.
|Number of pages||16|
|Journal||International Journal of Environmental Research and Public Health|
|Publication status||Published - 2 Feb 2021|
Bibliographical notePublisher Copyright:
© 2021 by the authors. Licensee MDPI, Basel, Switzerland.
- COVID-19 pandemic
- Higher education
- Online teaching and learning
- Positive youth development
- Service learning