Reciprocal Learning in Service-Learning? Measuring Bidirectional Outcomes of College Students and Service Recipients in Tutor-Based Services in Hong Kong

Autor/inn/en	Khiatani, Paul Vinod; Liu, Jacky Ka Kei
Titel	Reciprocal Learning in Service-Learning? Measuring Bidirectional Outcomes of College Students and Service Recipients in Tutor-Based Services in Hong Kong
Quelle	In: Innovations in Education and Teaching International, 57 (2020) 3, S.364-373 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2019.1607765
Schlagwörter	Service Learning; Program Effectiveness; College Students; Tutoring; Foreign Countries; Disadvantaged Youth; Tutors; Elementary School Students; Secondary School Students; Delinquency; At Risk Students; Interpersonal Relationship; Cooperation; Interpersonal Competence; Citizenship Education; Social Responsibility; Hong Kong + Suchen Sie Ihr Suchwort? Service-Learning; Collegestudent; Förderkonzept; Nachhilfeunterricht; Ausland; Benachteiligter Jugendlicher; Förderlehrer; Lehrender; Tutor; Sekundarschüler; Kriminalität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Kooperation; Interpersonale Kompetenz; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Soziale Verantwortung; Hongkong
Abstract	The emergence of literature critically examining reciprocity in the determination of service-learning outcomes has signalled a need to rethink and re-evaluate service-learning research and practice. The current study seeks to give clarity by investigating the bidirectional benefits accrued by college students and their partners in four tutor-based service contexts. Quantitative results indicated that there is a reciprocal relationship between college students and their paired service recipients at the end of the service-learning program, in terms of interpersonal skills and personal responsibility. Overall, the study makes a case for the bidirectional nature of service-learning in promoting meaningful community engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01