Aims: During the Covid-19 pandemic, adaptation, flexibility and creativity is paramount in conducting Service-Learning courses. The study aims to evaluate the feasibility of a hybrid mode service-learning in Microbiology course conducted over a semester which involved undergraduate students being strewn all over the country, with highly diversified conditions varying from local movement control laws and availability of facilities such as internet access.
Methodology and results: A cohort of undergraduate students conducted the course from the comfort of their own homes to teach underprivileged school students. The undergraduate students engaged school students in the proximity of their location, then conducted STEM activities over the course of a few weeks either via face-to-face, online or hybrid mode. Microbiology activities included microscopy using a Foldscope (paper microscope), isolation and growth of microbes, preparation of microbe-related food and others. Surveys were conducted with school students pre- and post-programme, parents and the undergraduate students conducting the programme. While the school students benefitted from highly engaging STEM modules, the undergraduate students underwent a steep learning curve, mentoring school students in STEM whilst juggling challenges presented by the pandemic but finally achieved all learning outcomes.
Conclusion, significance and impact of study: Service-learning for life sciences subjects can be conducted efficiently during a pandemic when flexibility and freedom is given to students to achieve the learning outcomes.