International Students' Perceptions of Virtual Service Learning Program Amidst COVID-19 Pandemic
DOI:
https://doi.org/10.32674/jis.v10iS3.3207Keywords:
COVID-19, international students, narrative study, student emotion, virtual service learningAbstract
This article presents two Thai international students’ accounts of their lived experiences during a virtual service learning (community service) program due to the global COVID-19 pandemic. Semi-structured interviews and participants’ reflection data were thematically analyzed through the lens of positive and negative emotions so as to explore participants’ perceptions of virtual service learning. Findings indicate that the pandemic situation was not a barrier to contributing positively to society. One of the positive effects of community service activities is that such activities could build students’ creativity. It was also found that despite bad internet connectivity in their respective areas, the final-year international students were able to adapt to both academic and non-academic environments. This indicates that all international students should maintain their positive feelings when completing their service-learning program.
References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. DOI: 10.1191/1478088706qp063oa
Corbera, E., Anguelovski, I., Honey-Rosés, J., & Ruiz-Mallén, I. (2020). Academia in the time of COVID-19: Towards an ethics of care. Planning Theory & Practice, 21(2), 191-199. DOI: 10.1080/14649357.2020.1757891
Craith, N. (2012). Narratives of place, belonging and language: An intercultural perspective. London: Palgrave Macmillan.
Erekson, D. M., Bailey, R. J., Cattani, K., Fox, S. T., & Goates-Jones, M. K. (2020). Responding to the Covid-19 pandemic at a university counseling center: Administrative actions, client retention, and psychotherapy outcome. Counselling Psychology Quarterly. Terbit pertama online (hlm. 1-15). DOI: 10.1080/09515070.2020.1807914
Fredrickson, B. L., & Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13(2), 172–175. DOI: 10.1111/1467-9280.00431
Gibson, K. (2020). Bridging the digital divide: Reflections on using WhatsApp instant messenger in youth research. Qualitative Research in Psychology. Terbit pertama online (hlm. 1-15). DOI: 10.1080/14780887.2020.1751902
Helms, M. M., Rutti, R. R., Hervani, A. A., LaBonte, J., & Sarkarat, S. (2015). Implementing and evaluating online service learning projects. Journal of Education for Business, 90(7), 369-378. DOI: 10.1080/08832323.2015.1074150
Kim, H. K., & Niederdeppe, J. (2013). The role of emotional response during an H1N1 influenza pandemic on a college campus. Journal of Public Relations Research, 25(1), 30-50. DOI: 10.1080/1062726X.2013.739100
Li, J., Liu, X., Wei, T., & Lan, W. (2013). Acculturation, internet use, and psychological well-being among Chinese international students. Journal of International Students, 3(2), 174-192.
Liu, A., Ruiz, S., DeAngelo, L., & Pryor, J. (2009). Findings from the 2008 administration of the college senior survey (CSS): National aggregates. Los Angeles, CA: Higher Education Research Institute, UCLA.
Seider, S. (2012). The influence of parental support on the community service learning experiences of American college students. Education, Citizenship and Social Justice, 7(3), 271–288. DOI:10.1177/1746197912456340
Yih, J., Kirby, L. D., & Smith, C. A. (2019). Profiles of appraisal, motivation, and coping for positive emotions. Cognition and Emotion, 34(3), 1-17. DOI: 10.1080/02699931.2019.1646212
Downloads
Published
Issue
Section
Categories
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.
