Social Media Usage by Dental Hygiene Educators
Notice bibliographique
Résumé
Purpose: It has been widely studied that personal social media use engages all age demographics to provide a platform for communication with family and friends.Modern day students expect technology to be used in the classroom to enhance educational experiences.What is less studied is the utilization of social media in the dental hygiene classroom.The purpose of this study was to investigate the usage of social media by dental hygiene faculty personally, professionally and as an educational tool.Methods: The researchers developed a 25-question survey instrument to investigate the use of social media by dental hygiene educators teaching at least one didactic course.The survey included demographic data; personal, professional and educational use of twelve common social media sites, and attitudinal questions about social media.An email was sent to 379 dental hygiene program directors in the United States and Canada to disseminate to their faculty.Results: A total of 120 responses were received.An exact response rate could not be calculated because the number of didactic faculty per dental hygiene program was unknown.The researchers estimated 3 didactic faculty per program giving approximately a 12.5% response rate.Over half of the respondents (57.7%) were in the age range of 46iii 64, with 65% of respondents having taught less than 20 years and a majority teaching in baccalaureate programs.While Facebook was the most utilized site for personal use (78.3%),LinkedIn was the most frequently accessed for professional use (57.5%) and YouTube was almost exclusively accessed for educational use (68.3%) of those educators that reported any social media usage.Approximately half of dental hygiene educators felt that mobile technologies create better learning environments.However, nearly half agree that these technologies were distracting to students.A large majority felt that students were accessing social media during class time.Open-ended responses regarding classroom use included support for using social media to post videos to supplement learning, utilizing a variety of sites for video conferencing, students creating a website to promote oral health, and creating a closed Facebook group for the class.Conclusion: While a large majority of dental hygiene faculty use social media personally, social media is underutilized in the dental hygiene classroom for educational use.Time was the major barrier to integration of social media technologies in the classroom.This study identified extensive room for growth of engagement with social media in the dental hygiene classroom.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».