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Articles

Reciprocal learning in service-learning? Measuring bidirectional outcomes of college students and service recipients in tutor-based services in Hong Kong

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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.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the UGC Knowledge Transfer Earmarked Fund [Project ID: 6354017] at City University of Hong Kong.

Notes on contributors

Paul Vinod Khiatani

Paul Vinod Khiatani is a Ph.D. candidate in Sociology at City University of Hong Kong. Paul received a B.Sc. in Psychology from Upper Iowa University and a M.Soc.Sc in Applied Sociology from City University of Hong Kong.

Jacky Ka Kei Liu is a Master student (Social Work, specializing in International Community Development) at University of Calgary. Jacky received a B.Sc. in Psychology from City University of Hong Kong. His scholarly interests are on experiential learning, service-learning, and community development.

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