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

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.