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Journal Article

Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention  pp431-441

Jyothi Thalluri, Joy Penman

© Dec 2015 Volume 13 Issue 6, ICEL 2015, Editor: Pandora Johnson, pp429 - 474

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Abstract: In 2013, Facebook was used in learning and teaching clinical problem solving in a Pathology and a Clinical Sciences course delivered at a South Australian university. It involved first‑ and second‑year Medical Radiation students and second‑year Nursing students, Of the 152 students enrolled in the Pathology course, there were 148 students who participated in the Facebook group. Of the 148 students, 61 (41%) completed the invited post‑intervention questionnaire. At the same time, all 17 nursin g students enrolled in a science course at the regional campus of the same university participated in the Facebook initiative, however, only 10 (59%) completed the post‑intervention questionnaire. A good practice and checklist were developed from the p ost‑intervention evaluations, which consisted of 25 Likert‑ and open‑type questions. Both student cohorts found the use of Facebook beneficial for them in terms of providing an innovative way of learning; fostering greater interaction amongst co‑students and staff; and effectively engaging them with the content of courses. The importance of clear communication of goals and objectives to students was identified from student comments. Six good practice principles were identified relating to: goals and objec tives, expectations, communication, engagement with the course content, active participation, and learning environment.


Keywords: Keywords: Facebook, social media, medical radiation, nursing, guidelines for good practice, engagement


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