Application of Service-Based Learning to ASEAN Students in Taiwan: Teaching Air Quality ^†

Service-based learning has the function of encouraging and assisting the self-learning of students. In service-based learning, students need to cooperate. Service-based learning can cultivate a spirit of teamwork, an understanding of the power of teams, and communication skills. In addition, contact with society (community) allows students to step out of their boundaries and encounter diverse people. In the process, students engage in conversations and interactions, understand different perspectives and needs, and interpret various matters from objective perspectives. This is beneficial for students to expand their worldviews and thoughts, encouraging their growth.

Service-based learning originated in the United States in the 1960s. John Dewey proposed that student learning must be the basis, and through planning courses and participating in service-based learning, students can develop themselves and learn how to communicate and cooperate. By participating in society (community), students can experience and engage in social (community) affairs. Through this participation, they discover social (community) problems and think about their causes to solve problems or help improve them. Society (community) activities make students aware of the community and assist in its development as citizens [1].

Taiwan has promoted service-based learning since 1980, beginning with various universities and colleges. In 2008, with the implementation of the nine-year integrated curriculum, service-based learning was incorporated into the educational activity. In the twelve-year national education system of 2014, service-based learning was included as a scoring item for admission without examination to encourage students to engage more in community service or participate in charitable activities and promote students’ learning and civic literacy.

Battistoni (1997) [2] believed that service-based learning strengthens problem-solving skills, which are obtained through participating in community services. This involves many factors: searching for relevant information, taking action, and tracking results. Moreover, Jacoby (1996) [3] stated that service-based learning boosts the absorption and application of courses and improves students’ interaction, participation, cooperation ability, and communication skills. Chen (2016) [4] thought that positive service-based learning experiences in self-growth, civic responsibility, and interpersonal relationships contribute to students’ overall development. Indicators of psychological adjustment and self-identity are also positive, assisting students to amend their negative psychological status and explore and reassess their values or capabilities. Fertman et al. (1996) [5] proposed a four-stage model of service-based learning, which becomes a learning cycle. The four stages are preparation, service, reflection, and celebration. The preparation stage involves identifying the service target and direction; the service stage involves starting the service and contacting the service target; the reflection stage involves introspection after activities or contact, which can be carried out through group discussions or reports; the celebration stage involves affirming the students’ previous service, such as through rewards, prizes, or certificates of recognition.

Air quality-related knowledge is taught in English to ASEAN students in Taiwan. The topics include air pollution control equipment, air pollution policies, and solutions for air pollution. By imparting this knowledge, students are aware of the current status of air quality management and compare the situation with their countries. To motivate students’ learning, the activity was provided in a service-based learning mechanism in this study. A total of 32 students participated in the activity in 14 groups. Each group designed a service-based activity for air quality knowledge. The participants served at least 10 students who were not the participants. Seven groups of the participants competed in the service-based learning activity, while the other group did not. The competition was evaluated based on the creativity and innovation of teaching materials (such as PPT design, pictures or video supplementary, Q&A game, etc.) by three judges. The participants completed a questionnaire (Table 1), which was designed to understand the effectiveness of service-based learning and the effect of competition. The questionnaire adopted a 5-point scale of the satisfaction degree. Service-based learning allowed students to transition from learners to instructors and strengthen their learning motivation.

Most groups adopted webinars for service-based learning activities (Figure 1). The served students were from different countries, such as Taiwan, Indonesia, the Philippines, Vietnam, Pakistan, and Thailand. The language of communication was English. The shared topics included restaurant fume problems, the traditional Taiwanese culture of burning incense, indoor air quality issues, and others (Table 2). The fourteen groups in this study completed the service-based learning content. Each group conducted at least one webinar, with participants per session ranging from 14 to 108. A total of 589 participants joined the service-based learning activities. Coupled with interactions in the webinar, the service-based learning activities attracted participants’ attention, deepened their impressions, and made the sharing more effective.

The independent t-test results showed that the effect of competition on teaching material creativity was statistically significant at p < 0.01 (Table 3). The service-based learning activities of Q&A and interactive teaching (e.g., Slido) were beneficial for served students. They strengthened increased air quality-related knowledge (p < 0.01). Webinar teaching made education borderless, inspiring more students interested in the topic of air quality. It also allowed students to plan service-based learning activities and have opportunities to learn and practice. The questionnaire survey result (Figure 2) showed that competition enhanced the students’ motivation for interactive service activities and made them search for more information on air quality or pollution. It also strengthened the knowledge of the air quality of the students who planned the service-based learning activities (p < 0.01). However, with competition, the participants had a limited impact on social contributions. It is necessary to explore how competition can be combined in cooperation for social benefits.

Teamwork is valuable as it is used to coordinate diverse perspectives on problem-solving and enhance efficient and effective access to solutions. In air quality knowledge teaching, students were encouraged to think about related issues and actions. A competitive environment helps to absorb knowledge actively and increase extensive reading. Competition is a motivating factor for learning. Group activities help students cultivate teamwork and understand its importance. During teamwork, relationships and cohesion are formed, making tasks successful and complete. Students contributed their best performance and put in their efforts regardless of the result. The incentive-driven design of service-based learning activities strengthened teamwork, inspired participants’ interest, and reinforced team members’ learning about air quality-related knowledge.