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#any use? What do we know about how teachers and doctors learn through social media use?

Fox, Alison and Bird, Terese (2017). #any use? What do we know about how teachers and doctors learn through social media use? Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 12(2) pp. 64–87.

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Abstract

This scoping literature review describes the landscape of recent publications (2007-2016) about how teachers and doctors learn through social media to identify whether learning was being considered and, if so, how evidence was collected (N=162). Sixty-seven percent (N=108) were teacher-related and thirty-three percent (N=54) doctor-related, covering empirical studies, literature reviews, position articles and letters to academic journals. Empirical studies were dominant – ninety-one percent (N=98) of teacher-related and sixty-one percent (N=33) of doctor-related – with both fields dominated by in-course evaluations and use/attitude studies. Although doctor-related articles focused on professional online behaviour, rather than professional learning, conference communication and information evaluation were interesting areas of enquiry. Despite professional interest in social media in these professions, there is a dearth of academic studies about their benefits for teacher and doctor learning.

Item Type: Journal Item
ISSN: 1169-2111
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 50938
Depositing User: Alison Fox
Date Deposited: 19 Sep 2017 14:28
Last Modified: 20 May 2019 19:58
URI: http://oro.open.ac.uk/id/eprint/50938
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