Background: The COVID-19 pandemic prompted instructors of many community-engaged learning (CEL) courses to utilize virtual CEL as a replacement for in-person CEL. Few assessments indicate whether in-person CEL student learning outcomes (SLOs) can be achieved through virtual CEL. Purpose: This study assesses whether an in-person CEL cohort and a virtual CEL cohort achieved the SLOs for a CEL course. Methodology/Approach: The sample for the study is students in the 2019 in-person CEL cohort (n = 13) and the 2020 virtual CEL cohort (n = 13) of a CEL course. Students’ reflective writing is analyzed using focused coding to evaluate the extent to which students achieved the SLOs. Findings/Conclusions: Findings indicate that both cohorts achieved the SLO about career exploration. The virtual CEL cohort did not as thoroughly achieve SLOs on cultural differences, community leadership, and working with others for local impact. The groups utilized reflective practices differently. In this case, virtual CEL was less effective than in-person CEL. Implications: Virtual CEL is not an exact substitute for in-person CEL. Effectiveness in achieving civic-oriented SLOs is likely to improve through further modification of pedagogical approaches and supplemental content and interactions.

中文翻译：

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虚拟和面对面的社区参与式学习：学生学习实际上是否相同？

背景： COVID-19 大流行促使许多社区参与式学习 (CEL) 课程的教师利用虚拟 CEL 作为面对面 CEL 的替代品。很少有评估表明是否可以通过虚拟 CEL 实现面对面的 CEL 学生学习成果 (SLO)。目的：本研究评估面对面 CEL 队列和虚拟 CEL 队列是否达到了 CEL 课程的 SLO。方法/方法：该研究的样本是 CEL 课程的 2019 年面对面 CEL 队列（n = 13）和 2020 年虚拟 CEL 队列（n = 13）的学生。使用重点编码分析学生的反思性写作，以评估学生达到 SLO 的程度。调查结果/结论：调查结果表明，这两个队列都达到了关于职业探索的 SLO。虚拟 CEL 队列在文化差异、社区领导力和与他人合作以产生当地影响方面没有那么彻底地实现 SLO。这些团体以不同的方式使用反思实践。在这种情况下，虚拟 CEL 不如面对面 CEL 有效。影响：虚拟 CEL 不能完全替代面对面 CEL。通过进一步修改教学方法和补充内容和互动，实现以公民为导向的 SLO 的有效性可能会提高。