Words On Health Informatics Due 11/5/2020 Social Media In Ed ✓ Solved

800 words Health informatics due 11/5/2020 Social Media in Edu

Social Media in Education and Healthcare case study

Grace Speak is a fourth-year student at Best University. She and her fellow classmates are working hard in their final courses and preparing for exams. Inspired by the teamwork that the healthcare profession espouses, Grace gets an idea for a study group. She thinks it will really help share case experiences, course notes, and study tips. Unfortunately, several members of her peer group live out of town, which makes it difficult for them to participate fully.

Grace is torn, as she does not want to exclude them from the study group. When she voices her concerns to a classmate, her friend suggests using social media tools as the primary medium for sharing information.

1. What types of social media tools could Grace’s study group use?

Grace and her study group can leverage various social media tools to enhance their collaboration and learning. Some of the most viable options include:

• Facebook Groups: A private group can be created for the study group where members can share notes, study materials, and resources. Facebook's interface allows for easy discussion threads and file sharing.
• WhatsApp: This messaging application is ideal for real-time communication. Group chats allow for quick sharing of ideas, clarifications, and collaborative discussions.
• Slack: Designed specifically for team collaboration, Slack provides channels for different topics. Members can share documents, set reminders, and integrate other tools useful for group activities.
• Google Drive: Not a social media platform per se, but integrating Google Drive into social media discussions allows for seamless sharing of documents, spreadsheets, and presentations that can be collaboratively edited.
• YouTube: For shared learning, pre-recorded lectures or tutorial videos can be uploaded. The group can discuss these videos in a separate platform while enhancing their understanding of complex subjects.

2. How would those tools facilitate the objectives of the study group?

The social media tools identified serve specific roles in facilitating the study group's objectives:

• Accessibility: Social media platforms enable group members, regardless of their location, to participate actively in group discussions, ensuring no one is excluded.
• Real-Time Interaction: Tools like WhatsApp and Slack allow for immediate feedback and communication, which can increase engagement and clarify doubts promptly.
• Resource Sharing: Facebook Groups and Google Drive facilitate the sharing of study materials, notes, and resources, ensuring that all members have access to the same information.
• Organized Discussions: Platforms like Slack enable threaded conversations, allowing group members to engage in specific topics without cluttering the communication stream.
• Multimedia Learning: YouTube allows the study group to utilize video resources for deeper understanding, which complements the traditional text-based materials.

3. What are some of the risks associated with using social media for such purposes?

While using social media tools has many benefits, several risks should be considered:

• Privacy Concerns: There may be issues regarding privacy and data security, especially if personal information is shared within a public or semi-public platform.
• Distraction: Social media can be highly distracting. Members may find it challenging to stay focused on study materials amidst other social interactions.
• Misinformation: There is a risk of sharing inaccurate information, which can lead to misunderstandings and negatively impact learning outcomes.
• Overdependence: Relying too much on social media tools may limit traditional study methods, potentially hindering effective learning strategies.
• Potential for Conflict: As with any group dynamic, differing opinions and conflicts can arise within the digital space, which can disrupt the group's focus and objectives.

4. What might Grace need to do from the outset when she forms the study group?

To ensure the study group is effective and inclusive, Grace should consider the following steps:

• Set Clear Guidelines: Establishing ground rules for communication, participation, and resource sharing at the outset can help maintain a focused and respectful environment.
• Choose the Right Tools: Grace should assess the technical capabilities and preferences of each member to select the most suitable tools for collaboration.
• Encourage Engagement: Grace can motivate participation by assigning responsibilities, such as summarizing topics or leading discussions, to ensure everyone contributes.
• Regular Meetings: Scheduling regular virtual meetings to discuss progress and address any challenges will foster accountability and keep members engaged.
• Monitoring Progress: Keeping track of group performance and engagement can help identify areas that may need improvement or additional support.

In conclusion, utilizing social media for study groups can greatly enhance the learning experience by fostering collaboration, making resources accessible, and allowing for real-time communication. However, it's essential to address potential risks and establish a structure that promotes positive interaction and academic success.

Paper For Above Instructions

Grace Speak's initiative to utilize social media tools for her study group reflects an innovative approach to collaborative learning, particularly in the field of health informatics. By leveraging these platforms, she can bridge the gap created by geographical barriers, ensuring all members can participate effectively. Given the growing reliance on digital tools in education and healthcare, it’s crucial to understand how various social media applications can enhance learning outcomes while also recognizing the associated risks.

The social media tools available for Grace's group include Facebook Groups, WhatsApp, Slack, Google Drive, and YouTube. Each platform holds unique advantages for facilitating communication, resource sharing, and collaboration. For instance, Facebook Groups allow for organized discussions and resource sharing, while WhatsApp captures the essence of real-time communication, essential for clarifying doubts and exchanging ideas swiftly.

These tools not only enhance connectivity among group members but also foster a collaborative learning environment. They address the common challenge of participation in study groups, particularly when members are unable to meet in person. Grace’s choice of these platforms reflects her commitment to an inclusive and supportive learning experience.

However, engaging in social media also exposes the group to several risks. Privacy concerns remain paramount, and the potential for misinformation could undermine the effectiveness of their study efforts. Therefore, it is vital for Grace to be proactive in managing these risks by setting clear guidelines for acceptable online behavior and sharing practices. Furthermore, the risk of distraction in such digital spaces cannot be overlooked; therefore, maintaining focus on academic objectives should remain a priority.

As Grace moves forward with her study group, she must emphasize the importance of establishing a solid foundation. Setting clear rules for engagement and choosing the appropriate tools tailored to her peers' preferences will be essential for fostering an effective collaborative atmosphere. Regular check-ins to assess progress, coupled with encouraging active participation, will help mitigate potential conflicts and keep the group motivated.

In summary, Grace's case study illustrates the transformative potential of social media in educational settings, particularly in collaborative learning. The careful selection and management of these technologies can lead to improved learning outcomes, but it requires a balanced approach to navigate the associated challenges effectively.

References

• Anderson, T. (2016). The role of social media in education: A catalyst for change. Educational Technology Research & Development.
• Bennett, S., & Maton, K. (2010). Beyond the 'digital natives' debate: Towards a more nuanced understanding of students' technology experiences. Journal of Computer Assisted Learning.
• Cobb, S. (2015). The impact of social media on education: A case study of teachers and students. Journal of Educational Technology Development and Exchange.
• Gonzalez, M., & Johnson, J. (2017). Social media and health education: A growing trend. Journal of Health Education Research & Development.
• He, Y., & Wu, Y. (2018). Exploring social media in education: A literature review of recent studies. International Journal of Information and Education Technology.
• Kear, K., & Wood, I. (2015). The role of social media in online learning: A systematic review. Journal of Computer Assisted Learning.
• Oliveira, L., & Henriques, P. (2018). Social media as a tool for health communication. Educational Action Research.
• Pearson, E. (2020). Navigating the challenges of online learning in higher education: Strategies for success. Journal of Higher Education Policy and Management.
• Veletsianos, G., & Kimmons, R. (2013). Assumptions and challenges of open scholar practices in higher education. Journal of Educational Technology Development and Exchange.
• Walsh, K. (2019). Understanding the use of social media and its impact on the higher education learning experience. International Journal of Teaching and Learning in Higher Education.