Associate Professor Development Studies Program, Ateneo de Manila University Quezon City, National Capital Region, Philippines
Abstract: Despite ample evidence from the Global North on face-to-face Service-Learning (SL) benefits, there is a scarcity of research exploring the impact of online SL on Philippine communities. This study leverages the Conceptual Framework of Community Impacts Arising from Service-Learning to address this gap. Utilizing a mixed-method convergent design, the study examined the outcomes of Ateneo de Manila University's online SL projects, delivered by junior college students during SY 2021-2022 and 2022-2023, on partner communities. This analysis sought to understand both the enablers and barriers to the impact of these engagements. 101 key contacts from 46 out of 51 Ateneo partner organizations completed the Community Impact Feedback Questionnaire (CIFQ), a tool crafted by Lau and Snell (2020). From these respondents, individual interviews were conducted with 22 representatives across the private sector, civil society, and government organizations within three months post-project conclusion in May and December 2022. Research findings indicate that online SL projects have generally supported the partners' missions, bolstered their resources, imparted new knowledge, insights, and techniques, and positively affected service recipients. Qualitative data echoes these findings but also uncovers areas needing enhancement to maximize the immediate impact of online SL projects. This research underscores the importance of evaluating online SL outcomes from community partners' viewpoints, directing effective practices, and fostering adaptable and effective online SL collaborations across diverse global contexts.
Narrative: Introduction
Service-Learning (SL) combines academic study with community service, fostering a reciprocal relationship (Bringle, 2015; Bringle & Hatcher, 2009). Online SL, proliferated due to COVID-19, allows remote interaction with communities via ICT platforms (Marcus et al., 2020; Waldner et al., 2012; Dapena et al., 2022; Schmidt, 2021), but its community impact is unclear (Waldner et al., 2012). US research indicates positive effects of face-to-face SL on communities (Kung & Liu, 2018; Ma & Chan, 2013; Driscoll et al., 1996; Sandy & Holland, 2006; Kindred, 2020; Towey & Bernstein, 2019; Trager, 2020). In contrast, Philippine studies highlight design flaws, student-centered biases, socio-economic issues, and lack of community participation (Dela Cruz et al., 2013; Sampa, 2012; Miciano, 2006; Abenir, 2019), sparking improvement recommendations (Abenir, 2019). This research addresses the knowledge gap concerning online SL's immediate community impacts or outcomes, essential for developing effective, inclusive online SL programs (Belcher & Palenberg, 2018).
Conceptual Framework
Lau & Snell (2020) identified three major domains of community impact from Service-Learning (SL) projects on Community Partner Organizations (CPOs): increased capacity, the realization of goals and values, and acquisition of new knowledge. For beneficiaries, the impacts lie in needs fulfillment and quality of life enhancement. Despite these insights, the framework has been criticized for oversimplifying complex community dynamics and potentially neglecting other outcomes. This study aims to address this issue by using mixed methods to better capture experiences and quantify outcomes. The term "outcomes" is preferred to "impact" to better align with development studies terminology (Belcher & Palenberg, 2018).
Methods The study uses a mixed-methods approach to assess the outcomes of online Service-Learning (SL) engagements with Ateneo de Manila University's partner communities in the Philippines (Creswell & Clark, 2018). Researchers gathered data using online surveys and in-depth interviews, employing the Community Impact Feedback Questionnaire (CIFQ) and Community Organization Interview Questions (COIQ) (Lau & Snell, 2021; Barrientos, 2010). Following ethical clearance, participants were fully briefed and data was analyzed using both quantitative and qualitative techniques. The research sought to provide a comprehensive understanding of the impacts of online SL initiatives on partner communities.
Results This study combines quantitative and qualitative methodologies to assess the impact of online service-learning (SL) projects offered by Ateneo de Manila University to its 46 community partner organizations (CPOs). A survey of 101 key contacts revealed that most SL projects directly address needs such as ICT development, educational support, and health and wellness development.
Interviews with 22 participants identified the diverse benefits of online SL, including educational enrichment, financial literacy, health advocacy, and business development. Quantitative findings highlight the substantial contribution of SL projects towards the CPOs' missions, resource enhancement, knowledge acquisition, service recipient benefit, and overall well-being improvement. Respondents strongly endorsed the positive impact of SL projects and expressed willingness to continue such partnerships.
The qualitative analysis distilled key enablers, barriers, and potential drawbacks of online SL experiences. Enablers, framed by the acronym CARE, include Collaborative coordination, Active communication, Responsive regard for CPO needs, and an Engaging online environment.
Conversely, barriers—summarized by the acronym TIP—include Time management challenges, Infrastructure and technical difficulties, and Participation barriers, all of which impede effective SL engagement. Moreover, the study unveils drawbacks, encapsulated in the acronym FEAR: Feedback difficulty, Effort disparity, Authentic relationship inadequacy, and Repetitiveness and fulfillment concerns. These reveal issues with online supervision, lesson quality, relationship building, and role fulfillment.
Despite these obstacles, the study underscores the necessity of strategic planning, targeted training, and resource support for a successful online SL engagement.
Discussion
This study finds that online service-learning (SL) projects significantly benefit community partner organizations (CPOs) by supporting their missions, bolstering service quality, and augmenting delivery capabilities. These projects also provide economic benefits and strengthen human resources and work culture. Respondents expressed a desire to maintain partnerships with Ateneo, suggesting the value and potential of online SL in partner communities, contrasting past issues of unequal partnerships and lack of mutual benefit (Mtawa & Fongwa, 2022). The research findings mirror previous studies that highlight the positive impacts of both face-to-face and online SL (Kindred, 2020; Towey & Bernstein, 2019; Trager, 2020; Lau et al., 2021; Matthews, 2019).
To ensure online SL benefits all stakeholders, four major enablers were identified: Collaborative coordination, Active communication, Responsive regard for CPO needs, and an Engaging online environment. Effective resource management and schedule coordination are critical for successful online SL (Faulconer, 2021; Waldner et al., 2012). Martin & Borup (2022) and Rajabalee & Santally (2021) concur, suggesting a learner-centered approach that empowers participants and enhances motivation. Effective communication fosters collaboration, trust, and mutual understanding (de Nooijer et al., 2021; Johler, 2022; Dumlao, 2022; Derreth & Wear, 2021). A lively learning atmosphere helps engage and motivate stakeholders (Croft et al., 2010; Núñez & Cuisia-Villanueva, 2020; Dapena et al., 2022; Schmidt, 2021). Lastly, catering to CPO needs facilitates effective online engagement and meaningful participation (Derreth & Wear, 2021; Dumlao, 2022).
However, several barriers were noted, such as Time management challenges, Infrastructure and technical issues, and Participation difficulties, leading to drawbacks such as Feedback difficulty, Effort disparity, Authentic relationship inadequacy, and Repetitiveness and fulfillment concerns. Similar issues were found in face-to-face SL (Lau et al., 2021; Matthews, 2019; Mtawa & Fongwa, 2022; Cohen et al., 2023; Dumlao, 2022). Overcoming these requires a focus on key enablers, supporting CPOs with necessary resources (Jordaan et al., 2022), and integrating community-building activities (Tian & Noel, 2020) to enhance program effectiveness.
Conclusion The study explored the immediate impact of online service-learning (SL) projects on community partner organizations (CPOs) in Philippine higher education institutions, confirming significant positive outcomes. However, time management, infrastructure, and participation challenges can lead to drawbacks. The study highlights four key enablers to overcome these issues: collaborative coordination, active communication, responsive regard for CPO needs, and an engaging online environment. Despite its limitations in generalizability and the timeframe of data collection, the study provides vital insights for future SL projects, emphasizing the need for more collaborative research to ensure optimal online SL effectiveness.
