Investigating the purpose of an online discussion group for health professionals: a case example from forensic occupational therapy

Dieleman, Crystal; Duncan, Edward

doi:10.1186/1472-6963-13-253

Cited by 32 publications

(45 citation statements)

References 18 publications

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“…The results of this study support those of Dieleman and Duncan (2013), whose study drew attention to the benefits of being able to share information and experiences over a dispersed geographical area. Respondents from this study believe that Twitter's wide reach adds breath to learning opportunities, giving clinicians both a global and a local perspective of occupational therapy practice, thereby creating depth of understanding.…”

Section: Discussionsupporting

confidence: 83%

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The use of Twitter for continuing professional development within occupational therapy

Hughes¹

2018

Journal of Further and Higher Education

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With role demands and diminishing resources occupational therapists have limited access to training and learning events. Therefore, clinicians are thinking creatively about how they engage with and consume Continuing Professional Development (CPD) opportunities. This study explored the impacting factors in using Twitter for CPD seeking to understand the attitudes towards its use and its perceived barriers and opportunities. The study comprised of a mixed-methods approach utilising an online questionnaire seeking data from both occupational therapists and students. Ethical approval was gained to recruit participants via social media and the link to the survey, the participant information sheet and consent form was live for a two-week period. A deductive thematic approach was used to analyse the data from 50 participants, identifying themes and trends correlating with the studies objectives. Findings revealed that attitudes toward the use of Twitter for CPD are positive, evidencing that practitioners are embracing new ways to engage with CPD, however they seek guidance in developing the skills and confidence to use it effectively. The Twitter tool has many notable benefits but if it is to become a credible platform for CPD within occupational therapy then further support and guidance is required. ARTICLE HISTORY

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Section: Discussionsupporting

confidence: 83%

“…The technological advancement of the last decade has created a market for online CPD and more people are adopting this as a common route to undertake learning (Dieleman and Duncan 2013) and Twitter is one of the many tools on offer.…”

Section: Introductionmentioning

confidence: 99%

The use of Twitter for continuing professional development within occupational therapy

Hughes¹

2018

Journal of Further and Higher Education

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“…COT (2015, p.8) defines social media as 'numerous online communities/platforms in which you can communicate with others'. This includes popular platforms such as Facebook, communication between professionals over a larger geographical area and across specialities (Dieleman and Duncan, 2013;Derdall et al, 2010).…”

Section: Social Media In Cpdmentioning

confidence: 99%

Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy

Murray

Ward

2017

Journal of Further and Higher Education

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and notforprofit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form • a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way • all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item • refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation • remove or alter the copyright statement on an item. Abstract Introduction:This study explored what influences the use of social media platforms has within the continuing professional development of occupational therapy students and qualified occupational therapists within one university. It also considered perceived barriers to its use and whether age in line with generation theory, in particular digital natives vs digital immigrants impacted on willingness to utilise social media sites within CPD. Method:A mixed method survey design was utilised to collect qualitative and quantitative data through an online questionnaire. Content analysis was used to code and identify themes. Descriptive statistics were used to quantify the findings, and consider variations across the digital native/immigrant divide. Findings:Results highlighted there was a predominantly positive attitude to social media use within CPD. Accessibility, networking, learning and development were highlighted as advantages to its use. The results suggest that the digital native/immigrant divide does not impact on willingness to use social media within CPD but does impact on perceived knowledge and skills to utilise the platforms confidently. Conclusion:The study has highlighted a need for more structured teaching on professional social media use within the occupational therapy curriculum in both undergraduate and post graduate pre-registration programmes. It has also highlighted a need for more training among qualified occupational therapists, if platforms are to be embraced more universally. Curriculum DevelopmentTwitter, LinkedIn and a range of blogging platforms. These enable communication over a large geographical area virtually over the Internet.

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“…Informal online learning communities help people who share a common interest but being geographically isolated to make connections with each other (Dieleman & Duncan, ; Groth & Bergner, ). This kind of online learning communities are usually not supported by any formal educational institutions.…”

Section: Introductionmentioning

confidence: 99%

Learning outside of classroom: Exploring the active part of an informal online English learning community in China

Sun¹,

Franklin²,

Gao³

2015

Brit J Educational Tech

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Yanyan Sun is an assistant professor and Chenhui Scholar in EducationalTechnology at East China Normal University. Her major research interests include technology-facilitated learning environments, collaborative online learning,mobile learning, and computer-assisted language learning. Teresa Franklin is a professor in Instructional Technology at Ohio University. Her research focuses on the integration of technology through curriculum development for face-to-face and online learning, the development of virtual learning environments and e-learning; mobile technologies in the classroom; and teacher/faculty professional development in integrating technology for differentiated instruction and student achievement. Fei Gao is an assistant professor in Learning Design at Bowling Green State University. Her research focuses on designing technology-enhanced learning environments and assessing the effectiveness of learning in these environments. AbstractThis study explored how the GRE Analytical Writing Section Discussion Forum, an informal online language learning community in China, functioned to support its members to improve their English writing proficiency. The Community of Inquiry (CoI) model was used as the theoretical framework to explore the existence of teaching presence, cognitive presence and social presence in the GRE Analytical Writing Section Discussion Forum. The transcript analysis of postings in the GRE Analytical Writing Section Discussion Forum was used to find the existence of teaching, cognitive presence and social presence, and an adapted CoI survey was sent to members to measure their perceived teaching, cognitive and social presences. The results showed strong evidences of teaching presence, cognitive presence and social presence, and high levels of perceived teaching, cognitive and social presences in the GRE

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Investigating the purpose of an online discussion group for health professionals: a case example from forensic occupational therapy

Cited by 32 publications

References 18 publications

The use of Twitter for continuing professional development within occupational therapy

The use of Twitter for continuing professional development within occupational therapy

Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy

Learning outside of classroom: Exploring the active part of an informal online English learning community in China

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