Abstract Content (up to 300 words recommended)
This study investigated an outcome-based service learning course for graduates at a public university. We adopted quantitative and qualitative assessment to examine the learning outcomes of the service learning course and the factors influencing these outcomes. The study targets comprised students who attended the course during the 2012 academic year (41 students: 7 male and 34 female). The primary research instrument was a questionnaire, which included items involving course engagement, study outcomes, and agency evaluation. In addition, student reflections and service logs were collected during curriculum implementation. The results are summarized as follows: (a) Regarding course engagement, “skill application” received the highest score. For learning outcomes, “change of perspective” received the highest score. (b) Regarding “skill application” and “affective care” aspects of course engagement, the scores of the high-scoring group in learning outcomes substantially exceeded those of the low-score group. (c) In course engagement, only affective care engagement was a significant predictor of all learning outcome items; its explanatory power ranged from 27% to 55%. (d) From the results of qualitative analysis, 7 topics were deduced: 1. Experiencing surprise and shock after engaging in service; 2. feeling happiness and fulfillment during service; 3.noticing the structural reasons behind the service beneficiaries’ problems; 4. releasing old frameworks of thought; and 5. learning problem-solving as a result of frustration; 6.generating commitment and a sense of mission after completing service; 7. realizing that service learning requires devotion.. These results can contribute to establishing an innovative teaching mode, and be a reference for education personnel in enhancing the quality of service learning courses and programs.
Addressing the theme/s of the Conference (up to 200 words recommended)
This study investigated an outcome-based service learning course for graduates at a public university. We adopted quantitative and qualitative assessment to examine the learning outcomes of the service learning course and the factors influencing these outcomes. The primary research instrument was a questionnaire, which included items involving course engagement, study outcomes, and agency evaluation. In addition, student reflections and service logs were collected during curriculum implementation. These results can contribute to establishing an innovative teaching mode, and be a reference for education personnel in enhancing the quality of service learning courses and programs.So this abstract fit the "Assessing, evidencing and evaluating graduate capabilities" sub-theme.