The Translation of Inclusion/Acceptance, Accessibility, and Empathy with Online Community Engagement
Service-learning at Virginia Commonwealth University traditionally involves students performing community service to address community needs, coupled with guided reflection for holistic growth. In the spring of 2020 in-person courses were suspended due to the Covid-19 pandemic, necessitating a transition to online classes. This study aimed to determine if online service-learning provided the same benefits as in-person experiences, focusing on students' perceptions of inclusion/acceptance, empathy, and accessibility. Online surveys were administered to students enrolled in service-learning courses during the semester. Results showed reduced levels of support compared to Fall 2019, but increased social activism and awareness. The study noted that remote learning may have affected accessibility and awareness of inequities. The author recommends that the university continues this line of research to better understand how the changes in higher education influence the practice of service-learning and related students and community members.
Feng, Jessie C.
"The Translation of Inclusion/Acceptance, Accessibility, and Empathy with Online Community Engagement,"
VA Engage Journal: Vol. 10, Article 2.
Available at: https://commons.lib.jmu.edu/vaej/vol10/iss1/2