Start Date
6-6-2013 9:30 AM
End Date
6-6-2013 10:40 AM
Description
In the study of Service-Learning within the context of a non-government-funded post-secondary education institute in Hong Kong. The students of the institution are characterized by their relative disadvantages in self-esteem, academic achievement in public examination and social competence. A qualitative case study method was employed to explore the experiences of both the student participants and the staff members involved in the Service-Learning process. Data collection took place in the form of semi-structured individual interviews, focus group and student reflective journal. Eleven students from different academic programmes and at different educational levels (diploma, higher diploma, associate degree) are selected as the informants. In addition, three staff members of the institution were selected for interviews.
In searching for relevant service opportunities for the student participants, the consideration of “Student Ownership” is found to be very important. The term “Student Ownership” can be defined as a strong sense of engagement and identity with their contribution in the Service-Learning process. In the present study, students were encouraged to select service user groups (primary school students, old people, single-parent families etc.) and design service-learning projects on their own choice.
According to the informants, “Student Ownership” is identified as a foundation for students’ success in Service-Learning. The success came not only from success in benefiting those service users but also from success in learning by student participants.
“Student Ownership”, on the basis of the findings, can be enhanced by three factors: (1) freedom of choice in selecting service opportunities: (2) pre-service training and (3) students’ autonomy in planning and designing the service projects.
These three factors can be considered as “psychological empowerment” to student participants in the Service-Learning process. Whenever students perceived that they can contribute themselves to “serve” people, under the sufficient support and guidance from the institution, they can try their best and integrate their “learning” into service “practice”.
To sum up, the term “Student Ownership” is used to describe the situation whereby student participants value their involvement and contribution throughout the Service-Learning process. This is to say that student participants feel that they own the learning experience without external forces to “push” them to do something.
Recommended Citation
Wong, K. C. (2013, June). The importance of ownership in facilitating students’ learning in service-learning process. Paper presented at the 4th Asia-Pacific Regional Conference on Service-Learning: Service-Learning as a Bridge from Local to Global: Connected world, Connected future, Hong Kong and Guangzhou, China.
Included in
The importance of ownership in facilitating students’ learning in service-learning process
In the study of Service-Learning within the context of a non-government-funded post-secondary education institute in Hong Kong. The students of the institution are characterized by their relative disadvantages in self-esteem, academic achievement in public examination and social competence. A qualitative case study method was employed to explore the experiences of both the student participants and the staff members involved in the Service-Learning process. Data collection took place in the form of semi-structured individual interviews, focus group and student reflective journal. Eleven students from different academic programmes and at different educational levels (diploma, higher diploma, associate degree) are selected as the informants. In addition, three staff members of the institution were selected for interviews.
In searching for relevant service opportunities for the student participants, the consideration of “Student Ownership” is found to be very important. The term “Student Ownership” can be defined as a strong sense of engagement and identity with their contribution in the Service-Learning process. In the present study, students were encouraged to select service user groups (primary school students, old people, single-parent families etc.) and design service-learning projects on their own choice.
According to the informants, “Student Ownership” is identified as a foundation for students’ success in Service-Learning. The success came not only from success in benefiting those service users but also from success in learning by student participants.
“Student Ownership”, on the basis of the findings, can be enhanced by three factors: (1) freedom of choice in selecting service opportunities: (2) pre-service training and (3) students’ autonomy in planning and designing the service projects.
These three factors can be considered as “psychological empowerment” to student participants in the Service-Learning process. Whenever students perceived that they can contribute themselves to “serve” people, under the sufficient support and guidance from the institution, they can try their best and integrate their “learning” into service “practice”.
To sum up, the term “Student Ownership” is used to describe the situation whereby student participants value their involvement and contribution throughout the Service-Learning process. This is to say that student participants feel that they own the learning experience without external forces to “push” them to do something.