This study assessed attitudes regarding the effectiveness of discipline­based service-learning within the virtual environment. The study, conducted at a comprehensive Midwestern state university, collected data using a Likert-scale survey and reflections. Research on virtual service-learning is sparse making it a field ripe with research opportunities. The quantitative results suggest virtual learners are not provided opportunities for service-learning commensurate with their in-person cohort. For one discipline, the qualitative data suggests there is a need for multiple and synchronous communication, and reflection at multiple points throughout the semester. The study validated literature on the need to use active learning pedagogies across disciplines.



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