Intergenerational, Community-Based Learning and Exercise Science Student Perceptions of Classroom Community

Autor/inn/en	Crawley, Amy A.; Crawley, William
Titel	Intergenerational, Community-Based Learning and Exercise Science Student Perceptions of Classroom Community
Quelle	In: Journal of Experiential Education, 46 (2023) 3, S.304-318 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crawley, Amy A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/10538259221146535
Schlagwörter	Experiential Learning; Community Education; Allied Health Occupations Education; Intergenerational Programs; Service Learning; Educational Gerontology; Exercise; Science Education; Student Attitudes; Career Pathways + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Service-Learning; Geragogics; Geragogik; Übung; Naturwissenschaftliche Bildung; Schülerverhalten
Abstract	Background: Community-based learning is a high-impact, experiential teaching practice where elements of social interaction and authentic participation transform cognitive understanding into meaningful knowing. In the allied health field, the incorporation of community-based learning provides unique access to populations that are not inherently available in a university classroom. Purpose: Researchers used a mixed methods approach to examine the influence of an intergenerational, community-based learning environment versus a traditional learning environment on exercise science students' perceptions of overall classroom community, connectedness, and learning. Methodology/Approach: Quantitatively, students (n = 122) completed Rovai's CCS which was then analyzed using a t-test. Qualitatively, students completed written reflective assignments designed to gather data regarding their perceptions of working with an older adult population. Findings/Conclusions: Overall students perceived significantly greater levels of classroom community, connectedness, and learning in the intergenerational, community-based learning environment and evidenced highly positive growth in their awareness and understanding of older adults. Implications: Inclusion of an intergenerational, community-based learning environment in allied health-related degree programs can enhance student's confidence in knowledge application and their ability to connect with the older population. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01