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Bridging Bytes and Bonds: A Qualitative Exploration of Student Experiences in a Computer Science Service-Learning Course

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Abstract

Service-Learning (S-L) has been recognized as a promising educational strategy in higher education in China. This study explores the integration of an academic S-L component within a Computer Science curriculum at a university on China’s east coast, focusing on student experiences. We thematically analyzed qualitative data encompassing reflection reports and final essays from 53 enrolled undergraduates, transcripts from 11 semi-structured interviews with students, and community feedback. The findings illuminate the multifaceted benefits of embedding S-L in Computer Science education. Students not only acquired theoretical knowledge but also developed crucial cognitive skills through practical, real-world service experiences. The S-L component was instrumental in enhancing students’ connections with peers, service recipients, and the broader community, fostering a deep sense of engagement and empathy. Additionally, the study highlights the role of academic S-L in stimulating creativity and student empowerment in the rapidly evolving domains of information technology and higher education.

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Authors and Affiliations

  1. Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, China

    Yihang Wang

  2. School of Computer Science, Fudan University, Shanghai, China

    Kaiyu Dai

  3. School of Social Development and Public Policy, Fudan University, Shanghai, China

    Yueying Lin & Liu Hong

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  1. Yihang Wang
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  2. Kaiyu Dai
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  3. Yueying Lin
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  4. Liu Hong
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Correspondence to Liu Hong.

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Wang, Y., Dai, K., Lin, Y. et al. Bridging Bytes and Bonds: A Qualitative Exploration of Student Experiences in a Computer Science Service-Learning Course. Applied Research Quality Life (2023). https://doi.org/10.1007/s11482-023-10267-9

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