Good Practice Guidelines in Using Social Media for Learning and Teaching Sciences to Undergraduate Students

In 2013, Facebook was used in learning and teaching some aspects of a Pathology and a Clinical Sciences course delivered at a South Australian university. It involved first-and second-year Medical Radiation students and second-year Nursing students, who were learning problem-solving of clinical case scenarios pertinent to those courses. All participating students were invited to complete a questionnaire at the conclusion of the course. Of the 152 students enrolled in the Pathology course, there were 148 students who participated in the Facebook group. Of the 148 students, 61 (41%) completed the post-intervention questionnaire. At the same time, all 17 nursing students enrolled in a science course at the regional campus of the same university participated in the Facebook initiative, however, only 10 (59%) completed the post-intervention questionnaire. A good practice guidelines and checklist were developed from the post-intervention evaluations, which consisted of 25 Likert-and open-type questions. Both student cohorts found the use of Facebook beneficial for them in terms of providing an innovative way of learning; fostering greater interaction amongst co-students and staff; and effectively engaging them with the content of courses. Six good practice principles were identified relating to: goals and objectives, expectations, communication, engagement with the course content, active participation, and learning environment.