Community, Connectedness, And Learning In Exercise Science: Does Classroom Context Matter?

Abstract

Exercise science programs require rigorous academic preparation often taught in traditional classroom and lab settings. However, situated learning theory views learning as action in a community of practice, where the elements of social interaction, connectedness, and authentic participation transform cognitive understanding into meaningful knowing. Situated learning can have a complex effect on exercise science students’ connectedness, understanding, theory application, and professional skills. Additionally, social networks (like Facebook) can provide a modern educative community in which to increase engagement and connection in the classroom. PURPOSE: The purpose of this quantitative research was to examine the relationship between learning environment type (situated versus traditional) and the use of Facebook on undergraduate exercise science students’ perceived sense of overall classroom community, connectedness, and learning. METHODS: 69 undergraduate exercise science students (age [yrs] = 22.5 ± 2.1, males = 37.7%; females = 60.9%) who had participated in either a traditional course, traditional course with Facebook, a situated course, or a situated course with Facebook completed Rovai’s (2002) Classroom Community Survey at the end of their course experience. Multiple Regression was performed to determine if there were any significant differences between the four groups (α = .05). RESULTS: Results demonstrated a situated learning classroom and a situated learning classroom with Facebook were significant positive predictors of students’ perception of overall classroom community (R2 = .181, F(3, 65) = 4.794, p = .004), connectedness (R2 = .130, F(3, 65) = 3.232, p = .028), and learning (R2 = .186, F(3, 65) = 4.965, p = .004). CONCLUSIONS: This research supports situated learning as a best practice for increasing classroom community in undergraduate exercise science programs. Students perceived higher levels of overall classroom community, connectedness, and learning when participating in a situated classroom and to an even greater extent a situated classroom with Facebook. Incorporation of these types of learning environments and teaching strategies in exercise science degree programs may enhance professional skill development and successful employment within the field.