Qualitative Comparison of In-Person versus Virtual Versions of the Same Intergenerational Service-Learning Program During Covid-19

ABSTRACTDuring Covid-19, most in-person intergenerational service-learning programs were halted or transitioned to virtual formats due to social-distancing guidelines. This study qualitatively examined in-person and virtual versions of the Lives Well Lived program, which matches older adults (OAs) with undergraduate students to participate in a mutual interviewing, life review project. Post-test data from open-ended questions were analyzed to compare themes regarding program outcomes. Recognition of OA interindividual differences, intergenerational relationship’s value, and decreased fear of aging themes developed in both program versions but there were also differences. Participants in the virtual version regretted not engaging in person, did not mention altruism/empathy, expressed appreciation of peer relationships in addition to OA relationships, and disliked writing reflection papers. Recommendations are given for ensuring similar learning outcomes when engaging in virtual programming, whether due to COVID-19 or in additional situations to pandemics, such as rural settings, lack of transportation/mobility, or time limitations.KEYWORDS: Agingvirtualintergenerationalservice-learninggerontology AcknowledgmentsThanks to Sky Bergman, Lives Well Lived filmmaker for her participation in the Lives Well Lived project and Dr. Phyllis Solomon for her mentorship.Disclosure statementNo potential conflict of interest was reported by the author(s).Contributions to the FieldThis study advances the intergenerational field by (1) providing guidance to those wanting to implement a short, virtual, intergenerational service-learning program; (2) elucidating some of the similarities and differences in student experience when participating in virtual vs. in-person versions of the same program; (3) exemplifying use of comparative qualitative studies when investigating the efficacy of intergenerational interventions delivered through both virtual and in-person modalities.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/15350770.2023.2261441