Koska with me in this paper is dr sterling plata from the department of english and applied linguistics. The title of our research paper is student evaluation of fully online service learning on sdgs during the kobit 19 pandemic. Allow me to start the presentation by introducing the key components of the paper which are online service learning student evaluation, sdgs proposed communication, e service learning and esl. As background of the study, the kobe 19 pandemic intensified the whole to make education more relevant to students by creating opportunities to improve themselves and society. Some universities have adopted e service learning, aligned with accepted sustainable development goals, to help students, hunt their life skills, develop values and apply the skills learned in their academic programs, e service learning according to wildner, of course, when the instructional component, the service component or both components, Are conducted online, the authors also emphasize the advantage of this approach to engagement. That is not limited to geographical location, for the gaps in general. Objective of the paper prior studies in esl have described the types of esl and documented the process of shifting to this new delivery system. However, researchers on student evaluation of esl seems limited and is mostly situated in other countries. This research attempts to fill the gaps by reporting the student evaluation of esl in proposing communication, a general education course for all university students in the philippines. Now, when did dlsu had extreme esl before the kobit 19 pandemic, there was already a proliferation of online learning and distance education in the philippines.
Some universities were offering hybrid courses, but service learning remained face to face. However, with the announcement made by the world health organization that kobe 19 was a pandemic, philippine higher education institutions were forced to recalibrate their syllabus for online learning de la salle university planned the shift to esl immediately after the announcement as its response to the restriction of Movement brought about by the pandemic, the shift to esl is also part of the university’s effort to continue to fulfill its mission. Let us now discuss the shift to online course delivery in purpose communication. The context of this report is purposive communication. It is a general education. Three unit course required of all university students in the philippines. This course for post communication haunts the ability of students to ethically effectively and professionally communicate through the strategic use of various communicative forms, with the different multicultural audiences for different purposes in various modes. The process of shifting to online are first, the syllabus was revised based on the online policies of the lsu. Second, the horse was moved to canbas the the learning management system of the lsu. Third, the library orientation was changed to online information literary session and, lastly, the service learning shifted to full online. It is worth noting that center for social concern and action of the lsu was the partner of proposed communication in its service learning extreme esl in purpose. Communication is based on the best practices of wildner on design.
The service learning component of purpose communication included a face to face meeting with the partner organizations called the advocacy forum. The shift to esl meant conducting the advanced forum through a zoom meeting in this meeting. The partner organizations were given 15 minutes to talk about their advocacy and their campaign needs. The students were grouped into three members before the forum each group would choose which organization to help. After listening to all talks of all partner representatives, an advocacy planner was included in the syllabus, so students were prepared during the advocacy forum. The reflection prompt was also revised to match the full online design of esl. The design also considered the core components of service learning, which are reciprocity. Serving a community defined need working towards the public good, integrated learning asset based and reflective on technology. Partner organizations were trained to use zoom. They were also trained how to improve their presentations, so they would be able to meet the time limit while they describe the organization and their advisory campaign needs. They were also reminded to include in their presentation the sdgs they supported. In this way, students would be able to choose the organization that resonated with them the salient core curriculum office provided a modest connectivity support for partner organization that presented during the advocacy forum on communication. The students were required to communicate their advising plan to their part organization. For feedback and approval, the students were also asked to audit the social media pages of the organization they choose, so they would be able to know what campaign assets were already there.
The students were reminded that they were not supposed to raise funds for the organization they choose. They should focus on advancing advocacy communication materials such as infographics abp or powerpoint presentations. Given all this here is the specific objective of the paper. The paper aims to examine the efficacy of esl by asking students to evaluate the design, communication and technology used in their online service learning. It also aims to uncover the students perception of benefits of esl and the challenges they have encountered for the methodology. The participants are purposely communication students. There were 253 students, who’ve responded to the invitation to complete the online service learning evaluation form sent through google form. Almost 70 percent of the respondents were first year, students on data collection, an esl evaluation form, was composed of four farts. The first part was composed of nine questions with three items: each for technology, design and communication to uncover the students assessment of these areas. Options were on likert scale. The second part asks students to choose the three most important lessons they gain from the esl. There were nine options and students were asked to choose. Three next part asks students to choose the top two challenges they faced during the esl, the last part as students to suggest ways to improve esl for the results and discussion on technology. More than half 58.1 of the participants strongly agreed that they were able to complete the service learning project and to collaborate with the partner organization smoothly through technology.
It is worth noting that there were four technology tools used to communicate with the partner organizations. First, zoom was used for adversity for room. Second koska created a google folder for student, submission of advocacy materials; third, the students communicated with the partner organizations through email in case they need to clarify some issues. And lastly, all modules to prepare students for service learning were uploaded in canvas. The assessment and grading work was also done in canvas on the design. Almost 70 percent of the participants strongly agreed that they were able to understand the situation of the partner committee even without visiting them. In addition, 70 percent of the participants strongly agreed the design of esl helped them to analyze and reflect on the cause of problem of the committee, while 60 of the respondents were satisfied with their esl experience. This result suggests the importance of pedagogical design that ensures reciprocity. As target service based on actual needs of the partner organizations on communication, more than 80 percent of students agreed that there was a smooth communication between them and the partner organizations, while 92 percent strongly agreed that they were able to communicate well with their teachers. Finally, 87 percent of the participants agreed that they were able to communicate smoothly with koska. This showed the effectiveness and efficiency of the different communication platforms used in the implementation of esl. Moreover, the responders choose the three top three lessons they learn from. Esl. First is understanding the social issue.
Second, is collaboration and teamwork and, lastly, the civic responsibility. They were also able to share appreciation for the opportunity to help the partner organization through esl experience. Students are also reported that they felt good to be able to contribute in their own little ways in attaining the sdgs. However, they also reported some problems. More than half of the participants reported connectivity and technical issue as challenges in esl. This result had the dominant effect, because a great number of respondents shared other challenges they encountered, such as efficiency of working with their group. Mates second is timely response from the partner organization during the inquiries and, lastly, limited engagement with selected partner organizations. These results suggest the respondents found esl valuable, despite the challenges of internet connectivity in the area. Finally, the respondents also suggest ways to improve esl. First, they suggest options for partner organizations so that all the 17 sdgs will be addressed. Second, they also suggested more ways to interact with the partner organizations and, lastly, some suggested more interactive seminars and virtual tours this results: open doors for improvement, to make esl more responsive to the challenges of students and the partner organizations. To conclude, this study was conducted to evaluate the extreme esl in proposed communication through student survey. The results showed that the students acknowledged the benefits of a full online service learning. In addition, the technology, the design and communication mechanisms of esl outweighed the challenge of an unstable internet in the country research may focus on a different design where more partner organizations representing the 17 sdgs would be invited as partners, as suggested by some students.