## 1 Introduction  
When the 2020/2021 academic year began, teaching had changed substantially at the university institutions, due to the COVID-19 pandemic, so that teaching had to be performed in virtual mode. In this context, many of the activities involving contact with people and entities outside the center were completely truncated. Service Learning (SL), a methodology in which students perform a service to the community while acquiring the curricular competences, was an important pillar of activities in the subjects Fundamentals of Physics and Technology in Secondary Education in the last academic years, and formed part of the students' assessment, appearing as such in the respective teaching guides. These activities, materialized in the form of engineering, physics or recycling workshops, in which the students went to non-profit organizations in the A Coruna area to carry them out, were therefore discarded. The fact that classroom teaching was interrupted not only affected the organization of teaching or the presence or absence of students in the classroom, but also, since there was no direct personal contact with the users of the entity, the service was endangered. Moreover, at a time when humanity was facing a global pandemic, service and solidarity and awareness about needs of others were, if possible, even more important [1]. It seemed vitally important to the teaching team to articulate a way for maintaining the experiences, in such a way that they would not lose their pedagogical interest or their value as service to the community, making possible a new type of communication between participating students and entities [2, 3]. The value that Information and Communication Technologies (ICT) have had in these times of pandemic to be able to carry out online teaching and continue with the teaching learning processes is undeniable [4]. From this perspective, the pandemic has been an impetus to address one of the main pedagogical challenges that had been raised in the European Higher Education Area (EHEA) and that was the need to promote the reception and use of ICT in teaching, always starting from an adequate provision of resources to universities [5]. In this social-health context caused by COVID-19, universities, and specifically the University of A Coruna, have made a great effort to provide faculties with the necessary tools and training to be able to address electronic-teaching (known as e-teaching) [6]. Therefore, in this work, digital tools, available in our university, have been used to explore a new ICT-based path for the continuation of the SL activities that would allow us to develop all this learning experience in virtual mode, which will be referred in the following as electronic-Service Learning (e-SL). This work will describe the procedure to transform the previous SL to the current e-SL, guaranteeing quality in both academic and service plans. Our main purpose is to show how the entire work methodology, the monitoring of the student's work, and the assessment of both the learning and the service have been transformed to achieve this migration from traditional methodologies based on supervised work and a final oral defense towards an e-SL experience with the aim of maintaining the service to the users of the entity in socio-health conditions that did not allow for face-to-face attendance. This activity was developed considering the following important aspects of an SL experience: (1) to guarantee the acquisition of the curricular competences; (2) to adapt the service to the specific needs of people with functional and cognitive diversity to whom it is addressed; (3) to make the students aware of these needs of their community; (4) to achieve an academic, social, and emotional commitment of students and, in short, to educate not only in contents, but also in values. This paper also includes qualitative and quantitative analysis of data collected from surveys and e-rubrics designed by the authors with regard to the four objectives mentioned above. The work is organized as follows.