The use of social media in ubiquitous learning environment in clinical histotechnology

Authors

• Mari Virtanen Metropolia ammattikorkeakoulu, Terveysalan tutkimuspalvelut ja palvelujohtaminen
• Maria Kääriäinen Oulun yliopisto sekä Oulun yliopistollinen sairaala, Hoitotieteen ja terveyshallintotieteen tutkimusyksikkö
• Eeva Liikanen Tampereen ammattikorkeakoulu, Bioanalyytikkokoulutus
• Elina Haavisto Turun yliopisto sekä Satakunnan sairaanhoitopiiri, Hoitotieteen laitos

Keywords:

ubiquitous learning, ubiquitous learning environment, 360-technology, social media, clinical histotechnology, higher education

Abstract

Refereed article

The development of ubiquitous learning environments in higher education has increased in recent years based on digitalization and rapid technological development of society. Combinations of authentic and digital learning environments opens new opportunities to study more flexible, anytime and anywhere. This publication describes the ubiquitous learning environment for higher education and evaluates the use of social media as part of it. In this study ubiquitous learning environment is based on 360° -technology which combines authentic learning environment to digital and fuses together virtual laboratory, virtual microscope, multimedia learning material and social media tools, Facebook, YouTube and Google Docs, as learning repertory. This study is a part of larger quasi-experimental study design. Participants included 48 students from Biomedical Laboratory Science Degree in three Universities of Applied Sciences, studying clinical histology and histotechnology during the years 2015 and 2016. Questionnaire for learning environment and social media evaluation was designed and used in this study. Data was collected electronically before and after the studies and analyzed statistically by descriptive statistics. Based on students’ evaluation wide range of teaching methods and virtual learning opportunities were successfully implemented in ubiquitous learning environment. Virtual Laboratory activated to study and increased interest towards studies. Virtual Microscope had similar effects. Social media communicative tools (Facebook, YouTube and Google Docs) were evaluated as part of the studies and supportive role for collaborative learning was assessed. Any statistically significant effects were not found. Social media tools did not support collaborative learning. Positive effects were seen in using of Facebook in information sharing and YouTube on video material distribution. Significance of Google Docs remained modest.