Identifying Opportunities to Integrate Digital Professionalism into Curriculum: A Comparison of Social Media Use by Health Profession Students at an Australian University in 2013 and 2016
Abstract
:1. Introduction
2. Materials and Methods
- Which social media sites do students deem suitable for study purposes? Why?
- How students determined the credibility of any social media or website for study purposes?
- What is a student’s favourite type of social media or website?
3. Results
Open-Ended Questions
“no social media site was suitable for study purposes”(Respondent 204) and
“social media is suitable for collaboration with other students for group work, study and to discuss assessment tasks”.(Respondent 237)
“Facebook, groups and like-minded students with no distance barriers and is also culturally safe as you are in control”(Respondent 8) and
“Facebook—good for private messaging for communication for group work, private Facebook groups for peers are really good for sharing information and news with each other”.(Respondent 25)
“YouTube is a medium I use regularly as it is a clear way for me to understand”.(Respondent 421)
“None, because many are uneducated in the medical science field and social media sites (i.e. Facebook) are only good for scientific updates rather than for study”.(Respondent 61)
“LinkedIn and Research. Information is cited and peer reviewed on ResearchGate. Information posted on LinkedIn is often from leaders in the field who can provide valuable links to web sites/information”.(Respondent 425)
“versatile easy to use and wide participation”(Respondent 5) and
“Because it keeps me connected with a wide group of people and keeps me open to a wider range of views and opinions”.(Respondent 19)
“Instagram because I like looking at pictures more than reading text”.(Respondent 144)
“be a skeptic and check, check, check!”(Respondent 8) and
“No social media website is credible, if you want to know if something is true that you read you must check other sources”.(Respondent 324)
“Websites that are government websites (e.g., ‘.gov’) or websites that belong to well-known reputable organisations (e.g., the Australian resuscitation council)”(Respondent 68) were more likely to be credible.
“I do not see any social media or websites as credible. Any research I do for assignments or study comes from academic journals that are peer reviewed”.(Respondent 101)
4. Discussion
4.1. The Nexus of Social Media and Higher Education
4.2. Perceptions of Social Media Use in Curriculum Design and Learning
4.3. Informal Learning Opportunities
4.4. Social Media as a Resource for Learning
4.5. Opportunities to Embed Social Media into Curriculum
4.6. Digital Professionalism
5. Limitations
6. Future Directions
7. Conclusions
Supplementary Materials
Acknowledgments
Author Contributions
Conflicts of Interest
References
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Cohort | ||||
2013 n = 310 | 2016 n = 430 | |||
n (%) | n (%) | F | p | |
First/Final Year Ratio | 1.0 | 0.970 | ||
First year students 176 (57) | 134 (31) | |||
Final year students 243 (43) | 186 (69) | |||
Age | ||||
16–20 | 94 (30) | 66 (15) | 61.37 | 0.001 ** |
21–24 | 83 (27) | 76 (18) | ||
25–34 | 55 (18) | 78 (19) | ||
35–44 | 35 (11) | 69 (16) | ||
45–54 | 34 (11) | 80 (18) | ||
55–64 | 9 (3) | 42 (10) | ||
65 or older | 0 | 19 (4) | ||
Age Categories | ||||
<35 | 232 (75) | 220 (51) | 42.48 | 0.01 ** |
≥35 | 78 (25) | 210 (49) | ||
Gender | ||||
Male | 79 (25) | 73 (17) | 7.987 | 0.005 * |
Female | 231 (75) | 357 (83) | ||
Health Profession Course | ||||
Nursing | 130 (42) | 96 (23) | 220.9 | 0.001 **,a |
Medicine | 42 (14) | 19 (4) | ||
Paramedicine | 29 (4) | 39 (4) | ||
Pharmacy | 32 (10) | 14 (3) | ||
Social work | 6 (2) | - | ||
Psychology | 31 (10) | 40 (9) | ||
Dementia care | 0 | 183 (43) | ||
Other | 40 (13) | 39 (9) |
Cohort | ||
Preferred Source of Information | 2013 n = 310 | 2016 n = 430 |
n (%) | n (%) | |
Radio | 26 (8) | 31(7) |
Newspaper | 18 (5) | 20 (5) |
Journals | 70 (23) | 65 (15) |
Online media | 141 (47) | 244 (57) |
Television | 47 (15) | 62 (14) |
Other | 0 | 8 (2) |
Missing | 8 (2) | |
Total | 310 | 430 |
2013 | 2016 | |||||
---|---|---|---|---|---|---|
Yes | No | Yes | No | |||
n (%) | n (%) | n (%) | n (%) | F | p | |
Do you use Facebook | 274 (91) | 28 (9) | 381 (88) | 42 (12) | 5.739 | 0.06 |
Do you use Twitter | 41 (13) | 261 (87) | 53 (12) | 377 (88) | 0.248 | 0.62 |
Do you use LinkedIn | 8 (2) | 124 (98) | 74 (17) | 356 (83) | 10.07 | 0.002 * |
2013 | 2016 | F | p | |||
---|---|---|---|---|---|---|
Yes n (%) | No n (%) | Yes n (%) | No n (%) | |||
Have you ever followed up on a Facebook ad? | 111 (36) | 191 (64) | 381 (88) | 49 (12) | 216.422 | 0.001 ** |
Have you ever followed up on a Tweet? | 20 (6) | 282 (94) | 53 (12) | 377 (88) | 6.427 | 0.011 ** |
Platforms | Question 1 Which Social Media Sites do You Think are Suitable for Study Purposes | Question 3 What is Your Favourite Social Media Platform or Website | ||
---|---|---|---|---|
n | (%) | n | (%) | |
Nil | 85 | (26) | 33 | 10) |
Social media | ||||
80 | (24) | 175 | (55) | |
YouTube | 15 | (5) | 6 | (2) |
12 | (5) | 6 | (2) | |
0 | (0) | 25 | (8) | |
Imgur | 1 | (<1) | 1 | (<1) |
2 | (1) | 6 | (2) | |
1 | (<1) | 3 | (1) | |
Snapchat | 1 | (<1) | 8 | (3) |
Trello | 1 | (<1) | 1 | (<1) |
Other Internet sites | ||||
Google (non-specific) | 30 | (9) | 22 | (7) |
Google Scholar | 18 | (5) | 6 | (2) |
Google Plus | 6 | (2) | 1 | (<1) |
Google Drive | 2 | (1) | 0 | (0) |
Google Chrome | 1 | (<1) | 0 | (0) |
Professional ResearchGate | 9 | (3) | 0 | (0) |
Professional LinkedIn | 7 | (2) | 3 | (1) |
Professional Academia | 6 | (2 | 1 | (<1) |
Journal sites | 22 | (7) | 1 | (<1) |
Recommended by University | 14 | (4) | 7 | (2) |
OtherNewspaper | 1 | (<1) | 0 | (0) |
Radio | 0 | (0) | 1 | (<1) |
Australian Broadcasting Commission websites | 0 | (0) | 8 | (3) |
Other | 12 | (4) | 2 | (<1) |
Don’t know | 7 | (2) | 0 | (0) |
total | 333 | 100 * | 316 | 100 * |
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Share and Cite
Mather, C.; Douglas, T.; O’Brien, J. Identifying Opportunities to Integrate Digital Professionalism into Curriculum: A Comparison of Social Media Use by Health Profession Students at an Australian University in 2013 and 2016. Informatics 2017, 4, 10. https://doi.org/10.3390/informatics4020010
Mather C, Douglas T, O’Brien J. Identifying Opportunities to Integrate Digital Professionalism into Curriculum: A Comparison of Social Media Use by Health Profession Students at an Australian University in 2013 and 2016. Informatics. 2017; 4(2):10. https://doi.org/10.3390/informatics4020010
Chicago/Turabian StyleMather, Carey, Tracy Douglas, and Jane O’Brien. 2017. "Identifying Opportunities to Integrate Digital Professionalism into Curriculum: A Comparison of Social Media Use by Health Profession Students at an Australian University in 2013 and 2016" Informatics 4, no. 2: 10. https://doi.org/10.3390/informatics4020010
APA StyleMather, C., Douglas, T., & O’Brien, J. (2017). Identifying Opportunities to Integrate Digital Professionalism into Curriculum: A Comparison of Social Media Use by Health Profession Students at an Australian University in 2013 and 2016. Informatics, 4(2), 10. https://doi.org/10.3390/informatics4020010