Abstract

Designing a relevant teaching-learning program amid a pandemic when in-person learning is suspended poses a significant challenge for any educational institution. At a particular Catholic university in the Philippines, an undergraduate course offered a service-learning (SL) activity wherein students actively served as online tutors to underprivileged students. Due to the health crisis, the SL activity seemed impossible, but a carefully planned program was created to continue the students’ formation. The implementation of electronic service-learning (ESL) is executed through the collaborative efforts of the different offices and the partner community. This qualitative research utilizes two methods: the formulation of tutorial guidelines and a narrative approach by exploring the experience of the student tutors as expressed in their reflection papers. Three recurrent themes emerged from the participants’ reflections, which can be considered significant components of their learning experience—civic learning, a more profound understanding of the course, and the adaptation of essential virtues. This paper validates the claim that the online teaching services rendered by students are indeed beneficial in their formation as socially responsible citizens. In the same way, the tutees have realized that despite their poor economic situation, they are not alone in battling to have a more comfortable life. Lastly, the study findings also helped the school implement its programs despite the suspension of in-person schooling continuously.