Bharath uses an e-service learning project as an educational tool that helps students develop technical writing skills and meet their partner organization’s needs in an online nonprofit course. Furthermore, this paper provides a discussion on the benefits and challenges facing e-service learning projects.

Bourelle implements an e-service learning project in a distance communication course. The researcher specifically examined students’ sense of civic responsibility, application of skills, peer learning, and their use of technology.

In this study, the authors take a hybrid-approach to create a service-learning project with Engineering students. Using a two-prong approach, the authors had students completed the first half of the project virtually and second half in the field. Additionally, the authors reflected on the use of virtual versus traditional methods of service-learning.

This paper examines how educators can use eLearning pedagogies in service-learning courses through theoretical frameworks and practical considerations. Though authors intended to use their findings to help create innovative pedagogical approaches to respond to emerging technology and educational preferences of Millennials, the results can be adapted to fit Gen-Z students as well.

Using the university’s competence framework and the service-learning methodology, the authors propose a virtual service-learning project between students from the Universidad Nacional de Educación a Distancia (Spain) and the University of Porto-Novo (Benin).

Through this case study, Guthrie and McCraken examine how service-learning pedagogies can be used in an online format. The authors explore how to create a virtual learning environment as well as the associated benefits and challenges.

The author examined how Australian students engaged in mediated intercultural dialogue through an e-service learning project with a non-government organization in India. Additionally, the author analyzed the online tools students utilize and their online communication processes and habits during this project.

McWhorter, Delello, and Roberts examined how service-learning opportunities could be embedded in an online graduate business course. The study sought to understand the academics benefits of having a service-learning an online course and how did students apply their coursework to their service-learning experience.

Using theoretical and practical consideration, Purcell examines how community-engaged pedagogies, such as service-learning, can be used by leadership educators in creating an online community-engaged course.

In this case study, the authors explore using collaborative mapping to help students create a virtual sense of place in their service e-learning experience.

The authors performed a mixed-methods experimental study to see how incorporating a virtual service-learning experience can affect student learning outcomes in a distance technical writing course. The purpose of the study was to determine how service-learning could enhance student learning outcomes in a distance course and to understand how virtual learning can be deepened through community engagement.

In this study, the authors explore the concept of extreme e-service learning, where instruction and service projects are entirely online. Additionally, the authors examine the benefits, challenges, and best practices of implementing an extreme e-service learning experience.

In this literature review, the authors examined the evolution and expansion of e-service learning. From this review, they have identified four types of e-service learning—Hybrid: Instruction Online with Service on Site, Hybrid: Instruction on Site with Service Online, Hybrid: Instruction and/or Service Partially on Site and Partially Online, and Extreme: Instruction and Service 100% Online—and best practices in conducting these endeavors.

Though this study provides a mixture of face-to-face and online instruction to create a hybrid service-learning experience for Engineering undergraduate students in Malaysia, the authors explore how virtual tools such as online discussions and online meetings can have a positive impact on the student’s learning and engagement.