Learning theory and its application to the use of social media in PDF

structs and classroom applications as well as the role of the teacher social learning theory; social cognitive theory; constructivism; social.

Learning theory and its application to the use of social media in

Aug 14 2015 Background There is rapidly increasing pressure to employ social media in medical education

article - social learning theory in the age of social media

To increase the understanding of social learning theory's application to social media in the classroom. 2. To synthesize the current literature on Social

Educational Learning Theories: 2nd Edition

Items 16 - 30 Policy Impact of Social Cognitive Theory” to extend SCT's application in health promotion and urgent global issues which.

The Application of Behavior Theory in Classroom Instructional Reform

The motivation of this design forces both parties involved to read and. Advances in Social Science Education and Humanities Research

Reducing Bullying: Application of Social Cognitive Theory

Aug 25 2014 Reducing Bullying: Application of Social Cognitive Theory

application of albert bandura social learning theory in pai learning at

Behavior Modification and Social Learning Theory: Applications in

withheld in the presence of another. 7. Goals: One of the implications of social learning theory is that the goals of parents and teachers in the education of

An Application of Social Learning Theory in Affecting Change in a

This research was conducted to determine the extent to which imitation can be employed in the education of student teachers. A pretest-posttest control

Cultural Effects in Indian Education: An Application of Social

Social learning theory helps identify the resulting products of a given environment and how know ledge of similarities or differences between cultures can

Learning theoryand itsapplica tionto theuse

of socialmedia inmedical education

Leslie Flynn,

AlirezaJalali,

KatherineA Moreau

3 1

FacultyofHealth Sciences,

Queen's University,Kingston,

Ontario, Canada

FacultyofMedicine, University

of Ottawa,Ottawa, Ontario,

Canada

Departmentof Pedia trics,

Universityof Ottaw a,Ottawa,

Ontario, Canada

Correspondenceto

Dr LeslieV Flynn,F aculty of

Health Sciences,Q ueen's

University,18Barrie St,

Kingston,Ontario, CanadaK7L

3N6;flynnl@queensu.ca

Received4Mar ch2015

Revised11 June2015

Accepted 23July 2015

Published OnlineFirs t

14 August2015

▸http://dx.doi.org/10.1136/ postgradmedj-2014-133230 ▸http://dx.doi.org/10.1136/ postgradmedj-2015-133300 ▸http://dx.doi.org/10.1136/ postgradmedj-2015-133353 ▸http://dx.doi.org/10.1136/ postgradmedj-2015-133612 ▸http://dx.doi.org/10.1136/ postgradmedj-2015-133686

Tocite: Flynn L,Jalali A,

MoreauKA. PostgradMedJ

2015;91:556-560.

ABSTRACT

BackgroundThereis rapidly increasingpr essureto

employ socialmediain medicaleduca tion,but ar eview of theliter aturedemonstrates thatitsvalueandroleare uncertain.

ObjectiveTodete rmineifmedicaleduca torsha ve a

conceptual frameworkthatinforms theiruseofsocial media andwhe therthisframe workcan bemappedto learning theory.

MethodsThirty-sixpart icipantsengagedinan

iterative,consensusbuil dingprocesstha tidentified their conceptual frameworkanddeterminedif italigned with one ormor elearningtheories.

ResultsThe resultsshow thattheuse ofsocialmedia

by thepart icipantscouldbetr aced totwo dominant theories - ConnectivismandC onstructivism. Theyalso suggesttha tmanymedical educators maynotbe fully informed ofthese theories.

ConclusionsMedicaleduca tors'use ofsocia lmedia

can betr acedtolearningtheories,but thesetheories maynot bee xplicitlyutilised ininstructional design. Itis recommendedthat formaleducation( faculty development)ar oundlearningtheorywou ldfurther enhance theuse ofsocial mediain medical education.

INTRODUCTION

Present-daymedicalstudents andr esidentsarepr e-

dominantly membersof thedemogr aphicgr oup thatis known as'millennial learners'. Thisgr oup has alsobeen referr edtoas'generationY', the'net generation'and'digital natives'. 1

Theyar ethefirst

generationoflearners toha ve gro wnupwiththe internet. 2

It isthis genera tionthathasusedand

popularised WebV.2.0, 2 a termtha twasoriginally used byT imO'Reillyto describenetwork tech- nologies andservices that bringauserfocus tothe creationandcons tructionof thecontentandfunc- tionality ofthe platforms. 3

The'net generation'is describedas acohort that

is digitallyliter ate,constantlyconnectedto others, 'immediate'in nature,experientiallearners and socially centredbeings. 1

Today's medicals tudents

expecttha ttheirteachers willeffectiv elyuseinfor- mationtechnologies toenhance theirlearning. 14

In turn,the medicaleduca tioncommunity and

its associatedlitera tureincreasinglyholdthesame expectationofthe medicaleduca tor. Repea tedlyit is identified that,given thenature ofthe learners and theirubiquitous useof socialmedia, social media shouldbe incorpora tedintoteachingand learning inmedical education. 124-6

However,despitetherecognition ofthis new

generationoflearners andthe impera tive tomeet their learningneeds, there isapaucityof informationtha tgivesmedical educatorsdirection as toho wandwhento appropria telyincorpor ate social mediain theirtea ching.Indeed, theuncer- tainty regardingthebene fit remainsunclearand, although theuse ofsocial mediain medicinehas increasedsubs tantially,"itsutilityfor enhancing learning remainspoorlyunders tood". 7

Further,a

reviewofthe publishedliter atur eon socialmedia use inmedical education ledtotheconclusion that thereis "alack ofhigh-qualityevidence,infr equent assessment ofskill orbeha viour-based outcomes, and noassessment ofpa tient-basedoutcomes inthe studies 5

Moreconcerning isthe finding that

withoutstructur e,socialmediacannegativ ely impacts tudentlearning",andy et"itisthe instructorwho must leadeffectivew ay stoimple- ment devicesin learning". 8

The useof socialmedia inmedical education

should havethegoalof promoting learning,and it is wellestablished thatlearningtheories arefunda- mental tothe development ofsoundpedagogy. By understandingthe theories,educa torswill know why specific practicesworkandthe ywill crea te activitiestha twillleads tudentsto achiev ethe desiredlearning outcomes.Ther ear ealarge number oflearning theories,all ofwhich are based on severalfundamentalcriteria.These are: (1)a set of explicitassumptionsabout learning;(2) explicit definitions ofk eyterms;(3)specific principles derivedfr omassumptionsthat canbe tested;and (4) explanationsoftheunderlying psychological dynamics ofev entsthatin fluence learning. 9

This paperr eportsonaworkshop from the

Social MediaSummit examining howlearning

theory shouldinform theuse ofsocial mediain medical education.Basedon themedical education literature, 10 wepr oposedthat,despite thelackof an overtadoptionofa theoretical frame work, medical educatorsdoadher eto aconceptualframe- work asthe yapproach theirteaching,andparticu- larly whenengaged inintr oducingan innovation.

The workshopobjectiv eswere to(1)examineparti-

cipants'beliefs, frameworks,valuesandappr oaches to education(theirconceptual frame work)tha t inform howthey usesocialmedia;(2) demonstr ate howtheir conceptualfr ameworks maptolearning theory;and (3)discuss how understanding learning theory isessential tothe effective useof social media inmedical education.

METHODS

Participants

Thirty-sixparticipants from the83in-person

members ofthe SocialMedia Summitself-sele cted to participateinthis facilita tedworkshop session.

556Flynn L,et al.PostgradMedJ2015;91:556-560. doi:10.1136/postgradmedj-2015-133358

Social mediaa ndhealthprofessions educa tion

on May 22, 2023 by guest. Protected by copyright.http://pmj.bmj.com/Postgrad Med J: first published as 10.1136/postgradmedj-2015-133358 on 1

4 August 2015. Downloaded from

Processand data analysis

Weconducted theworkshop insev ens teps:

Step 1.W ereview edtheliteratureandes tablishedques tionsto provideafr amework fortheworkshop(listedin box1 ). Step 2.W ereview edtheliteratureregarding socialmedia and the importanceof learningtheory inthe designand delivery of educationwith theparticipants. Step 3.W eengagedtheparticipants ina personale xamination of theireduca tionalphilosophyusingthe questions listed inbox

2. Thisw asconductedbecauseit isw elldocumented that an

educatorappr oacheseducationina mannerthatis consistent with atheor eticalframework. 11

The questionsexamined their

beliefs abouttea chingandlearning(epis temology),fr amework for representingknowledge(ontology), values(axiology)and approachestoeduca tion(methodology). Step 4.W epostedthe questionsonan onlinepr ogrammeusing a cloud-basedsoftw areentitledSocrativ e,which isanopen accesspr ogrammefoundathttp:/ /www.socr ative.com.This site electronicallyr ecordedtheindividualparticipant responses during theworkshop.quotesdbs_dbs4.pdfusesText_7

[PDF] Learning theory and its application to the use of social media in

Learning theoryand itsapplica tionto theuse

Leslie Flynn,

AlirezaJalali,

KatherineA Moreau

FacultyofHealth Sciences,

Queen's University,Kingston,

Ontario, Canada

FacultyofMedicine, University

Canada

Departmentof Pedia trics,

Universityof Ottaw a,Ottawa,

Ontario, Canada

Correspondenceto

Dr LeslieV Flynn,F aculty of

Health Sciences,Q ueen's

University,18Barrie St,

Kingston,Ontario, CanadaK7L

3N6;flynnl@queensu.ca

Received4Mar ch2015

Revised11 June2015

Accepted 23July 2015

Published OnlineFirs t

14 August2015

Tocite: Flynn L,Jalali A,

MoreauKA. PostgradMedJ

2015;91:556-560.

ABSTRACT

BackgroundThereis rapidly increasingpr essureto

ObjectiveTodete rmineifmedicaleduca torsha ve a

MethodsThirty-sixpart icipantsengagedinan

ResultsThe resultsshow thattheuse ofsocialmedia

ConclusionsMedicaleduca tors'use ofsocia lmedia

INTRODUCTION

Present-daymedicalstudents andr esidentsarepr e-

Theyar ethefirst

It isthis genera tionthathasusedand

The'net generation'is describedas acohort that

Today's medicals tudents

In turn,the medicaleduca tioncommunity and

However,despitetherecognition ofthis new

Further,a

Moreconcerning isthe finding that

The useof socialmedia inmedical education

This paperr eportsonaworkshop from the

Social MediaSummit examining howlearning

The workshopobjectiv eswere to(1)examineparti-

METHODS

Participants

Thirty-sixparticipants from the83in-person

556Flynn L,et al.PostgradMedJ2015;91:556-560. doi:10.1136/postgradmedj-2015-133358

Social mediaa ndhealthprofessions educa tion

4 August 2015. Downloaded from

Processand data analysis

Weconducted theworkshop insev ens teps:

2. Thisw asconductedbecauseit isw elldocumented that an

The questionsexamined their