Halliday Tanya M, Frisard Madlyn I
Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT.
Department of Human Nutrition, Foods, and Exercise, Virginia Tech, Blacksburg, VA.
Transl J Am Coll Sports Med. 2020 Jan 15;5(2):6-20. doi: 10.1249/tjx.0000000000000115.
The growth of social media and websites for transmission of health-related information has increased in recent years, and development of online communication skills should be included in exercise science education. Incorporation of blogging into the higher education classroom may serve this professional development purpose, while also increasing student engagement and enhancing learning outcomes.
The purposes of this study were to evaluate exercise and nutrition science students' perceptions of blogging on perceived learning, sense of community, and technical knowledge at the beginning and end of the semester, and to compare the perceptions of undergraduate (UG) and graduate (GRAD) students.
UG (pre, = 78; post, = 50) and GRAD (pre, = 20; post, = 17) students were enrolled in semester long seminar courses that required blogging. Perceptions of blogging were assessed using an anonymous Likert-scale survey at the beginning and end of the semester. T-tests were used to determine differences in perception on the survey subscales pre to post and between UG and GRAD students.
Agreement that blogging could enhance learning or promote a sense of community was lower at the end of the semester compared with the beginning, but remained relatively high. Agreement with items related to technical knowledge increased from presemester to postsemester. The change in perception in the whole sample was driven by the UG students, as GRAD students' perceptions of blogging, although initially less positive than UG, were mainly unchanged from the start of the semester to the end.
Blogging as a required course component is viewed favorably by exercise and nutrition science students. Future research evaluating course characteristics and structure of blogging requirements that may enhance student' perceptions are warranted.
近年来，用于传播健康相关信息的社交媒体和网站数量有所增加，运动科学教育应纳入在线沟通技能的培养。将博客纳入高等教育课堂可能有助于实现这一专业发展目标，同时还能提高学生的参与度并提升学习效果。
本研究旨在评估运动与营养科学专业学生在学期初和学期末对博客在感知学习、社区感和技术知识方面的看法，并比较本科生（UG）和研究生（GRAD）的看法。
本科生（预调查，n = 78；后调查，n = 50）和研究生（预调查，n = 20；后调查，n = 17）参加了为期一学期的研讨会课程，该课程要求撰写博客。在学期初和学期末使用匿名李克特量表调查来评估对博客的看法。使用t检验来确定调查子量表在前后之间以及本科生和研究生之间的看法差异。
与学期初相比，学期末认为博客能增强学习或促进社区感的认同度有所降低，但仍相对较高。与技术知识相关项目的认同度从学期前到学期后有所增加。整个样本中看法的变化是由本科生推动的，因为研究生对博客的看法虽然最初不如本科生积极，但从学期开始到结束基本没有变化。
运动与营养科学专业的学生对将博客作为课程要求的组成部分持积极态度。有必要开展未来研究，评估可能增强学生看法的课程特点和博客要求结构。
