Using Facebook for Professional Networking: A Modern-Day Essential

Bodell, Sarah Jane; Hook, Angela

doi:10.4276/030802211x13232584581533

Cited by 18 publications

(18 citation statements)

References 12 publications

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“…Social networking has also progressively gained attention in professional development for in‐service teachers and professionals (Bodell & Hook, ; Ranieri, Manca, & Fini, ; Rutherford, ; Steinbrecher & Hart, ; Zhao & Kemp, ). Social networking services have also gained momentum in research as a means through which to support informal learning at work (Zhao & Kemp, ).…”

Section: Use Of Facebook In Informal Settings Of Learningmentioning

confidence: 99%

“…Social networking services have also gained momentum in research as a means through which to support informal learning at work (Zhao & Kemp, ). For instance, Bodell and Hook () report how the use of Facebook groups for occupational therapists provided secured benefits in terms of personal and professional support and guidance. Therapists achieved work‐related outcomes that could not have occurred through traditional networking.…”

Section: Use Of Facebook In Informal Settings Of Learningmentioning

confidence: 99%

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Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

147

117

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This study provides an updated critical review of the literature on Facebook as a technologyenhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordancesmixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebookformal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI)to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer-reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research.

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Section: Use Of Facebook In Informal Settings Of Learningmentioning

confidence: 99%

Section: Use Of Facebook In Informal Settings Of Learningmentioning

confidence: 99%

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

147

117

View full text Add to dashboard Cite

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“…A number of benefits have been suggested including networking (Bodell & Hook, 2011), interactive reflection (Ezzamel, 2013), collaboration (Dielmen & Duncan, 2013), wider access to professionals and experts (Bodell & Hook, 2014) and the ability to engage with new and emerging concepts (Bodell et al, 2009). However, Bodell & Hook (2011) and Ezzamel (2013) argue that practitioners do have concerns regarding professional use of social media such as confidentiality, which can create a barrier to its use.…”

Section: Introductionmentioning

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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“…Social networking has progressively become a fundamental aspect in furthering professional development and developing professional identity for both pre-service and in-service teachers (Bodell and Hook 2011;Kimmons and Veletsianos 2014). The role of social networking to support informal learning at work has become an important and topical area of research, especially as we are moving from formal training toward employees learning and developing competencies informally in the workplace (Zhao and Kemp 2012).…”

Section: Teacher Training and Professional Development In Online Socimentioning

confidence: 99%

Implications of social network sites for teaching and learning. Where we are and where we want to go

2015

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This conceptual paper deals with some of the implications that the use of social network sites, though not originally developed and conceived for learning purposes, have for schools and academic activities when they are used as tools able to modify and innovate teaching/learning practices and academic culture. Beside the differences that characterize the two contexts, the attention that social network tools are progressively gaining in schools and higher education practices and pedagogies requires adjustments in learning and teaching that should be constantly considered by educators and policy makers. These environments are also presenting new and crucial opportunities for teacher training and teachers' professional development. The purpose of the study is to reflect on some significant challenges and opportunities offered by social network sites, and how to exploit the latter, in relation to a number of themes. These themes have been identified as those that deserve better comprehension and further research investigation: communication between students and teachers and appropriate professional behaviours; pedagogical and technological challenges related to incorporating social networking practices into teaching and academic practices; how social networking can be exploited for teachers' professional training and development.The study also provides some implications for policy and practice.

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Using Facebook for Professional Networking: A Modern-Day Essential

Cited by 18 publications

References 12 publications

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

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

Implications of social network sites for teaching and learning. Where we are and where we want to go

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