Exercise and Nutrition Science Students’ Perceptions of Blogging as a Required Course Component

Abstract

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. Purpose 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. Methods UG (pre, n = 78; post, n = 50) and GRAD (pre, n = 20; post, n = 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. Results 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. Conclusions 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.