Edinburgh Napier University: ENroute Yearbook 2018 Edition - Page 10

ENroute Yearbook 2017-18 Social Learning in Sport and Exercise Tom Johnston, School of Applied Sciences, Fellow Social learning I believe, is an important aspect of learning. Working as a group can achieve a number of pillars of learning set out by Merriam (2001) or desires of the adult learner that enhance the student experience. A number of students I have taught are very capable however, lack the confidence in an academic scenario to overcome an obstacle. Learning and also assessment (formatively or summatively) in a group can provide a useful tool to create a structure in order to gain this confidence (Michealsen and Sweet, 2008). This tool also allows for the setting of ‘problems’ to be posed which can be applied to the real world of sport and exercise. Simultaneously, this can achieve one of the pillars of adult learning set out by UNESCO of achieving personal competence and independent learning (Merriam, 2001). I have used groupwork in classes to problem-solve and in assessments. This structure has elicited some positive feedback both informally and in module feedback forms in the modules I teach. The final aspect to this well-received andragogical approach is the incorporation of technology; within the trimester 1 module I teach - Anatomy and Physiology for Sport and Exercise – I use the mobile apps to provide support to the students in an independent group problem-solving scenario. References Merriam, S. B. (2001) Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory, New directions for adult and continuing education, no 89, Spring, pp 3–13 Michaelsen, L. K. and Sweet, M. (2008) The Essential Elements of Team-Based Learning, New directions for teaching and learning, no 116, Winter, pp7–27 8