The millennial generation plastic surgery trainees in sub-Saharan Africa and social media: A review of the application of blogs, podcasts, and twitter as web-based learning tools

Abdulrasheed Ibrahim; LawalM Abubakar; DanielJ Maina; WasiuO Adebayo; AbdullatifM Kabir; MalachyE Asuku

doi:10.4103/aam.aam_25_17

The millennial generation plastic surgery trainees in sub-Saharan Africa and social media: A review of the application of blogs, podcasts, and twitter as web-based learning tools

Annals of African Medicine ◽

10.4103/aam.aam_25_17 ◽

2020 ◽

Vol 19 (2) ◽

pp. 75

Author(s):

Abdulrasheed Ibrahim ◽

LawalM Abubakar ◽

DanielJ Maina ◽

WasiuO Adebayo ◽

AbdullatifM Kabir ◽

...

Keyword(s):

Social Media ◽

Plastic Surgery ◽

Millennial Generation ◽

Sub Saharan Africa ◽

Learning Tools ◽

Web Based ◽

Web Based Learning ◽

Sub Saharan

Download Full-text

Exploring Social Learning Constructs in Corporate Informal Web-based Learning Environments

Cultural, Behavioral, and Social Considerations in Electronic Collaboration - Advances in Human and Social Aspects of Technology ◽

10.4018/978-1-4666-9556-6.ch002 ◽

2016 ◽

pp. 19-36

Author(s):

Hyunkyung Lee

Keyword(s):

Social Media ◽

Social Learning ◽

Learning Community ◽

Learning Environments ◽

Self Efficacy ◽

Learning Tools ◽

Web Based ◽

Community Interaction ◽

Web Based Learning ◽

Literature Reviews

As many organizations have taken an interest in social learning, they have been concerned with how to design effective social learning environments for their learners. Although there are studies regarding the importance of social learning, the use of social learning tools, and the implementation and challenges of social learning in the workplace, there is little research on what social learning constructs are crucial for designing social learning environments. This chapter aims to explore social learning constructs in corporate informal web-based learning environments. To achieve its purpose, this chapter initially identified major social learning constructs in informal web-based learning environments based on theoretical grounds and literature reviews. As a result, learning, community, interaction, and social media were identified as environmental constructs, and motivation and self-efficacy were identified as individual constructs.

Download Full-text

Clinical photography and video recordings in plastic surgery: Patient autonomy and informed consent in an era of smartphone technology and social media in sub-Saharan Africa

Nigerian Journal of Plastic Surgery ◽

10.4103/njps.njps_3_18 ◽

2017 ◽

Vol 13 (2) ◽

pp. 35

Author(s):

Abdulrasheed Ibrahim ◽

LawalM Abubakar ◽

DanielJ Maina ◽

WasiuO Adebayo ◽

AbdullatifM Kabir

Keyword(s):

Social Media ◽

Informed Consent ◽

Plastic Surgery ◽

Patient Autonomy ◽

Sub Saharan Africa ◽

Clinical Photography ◽

Video Recordings ◽

Surgery Patient ◽

Smartphone Technology ◽

Sub Saharan

Download Full-text

Geographic information analysis and web-based geoportals to explore malnutrition in Sub-Saharan Africa: a systematic review of approaches

BMC Public Health ◽

10.1186/1471-2458-14-1189 ◽

2014 ◽

Vol 14 (1) ◽

Cited By ~ 7

Author(s):

Sabrina Marx ◽

Revati Phalkey ◽

Clara B Aranda-Jan ◽

Jörn Profe ◽

Rainer Sauerborn ◽

...

Keyword(s):

Systematic Review ◽

Geographic Information ◽

Sub Saharan Africa ◽

Information Analysis ◽

Web Based ◽

Sub Saharan

Download Full-text

The Role of Digital Application Literacy in Online Assessment

Journal of Educational Technology Systems ◽

10.1177/00472395211052644 ◽

2021 ◽

pp. 004723952110526

Author(s):

LeAnne J. Schmidt ◽

Michael DeSchryver

Keyword(s):

Content Knowledge ◽

Mobile Apps ◽

Learning Goals ◽

Return To School ◽

Learning Tools ◽

Web Based ◽

Web Based Learning ◽

Computer Based ◽

Academic Consequences

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

Download Full-text

ACCESSIBILITY REVIEW FOR WEB-BASED LEARNING TOOLS AND MATERIALS

ICERI2018 Proceedings ◽

10.21125/iceri.2018.1525 ◽

2018 ◽

Cited By ~ 1

Author(s):

Lourdes Marco ◽

Sonsoles López-Pernas ◽

Álvaro Alonso

Keyword(s):

Learning Tools ◽

Web Based ◽

Web Based Learning

Download Full-text

Design-Based Approach for the Implementation of an International Cyberlearning Community of Inquiry for Medical Education

Educational Communities of Inquiry ◽

10.4018/978-1-4666-2110-7.ch025 ◽

2013 ◽

pp. 509-525

Author(s):

Yianna Vovides ◽

Kristine Korhumel

Keyword(s):

Community Of Inquiry ◽

Virtual Community ◽

Medical Schools ◽

Lessons Learned ◽

Communication Strategy ◽

Sub Saharan Africa ◽

Teaching Presence ◽

Web Based ◽

Sub Saharan ◽

Theoretical Foundations

This chapter describes the conceptualization and implementation of a cyberlearning environment as a community of inquiry (CoI). This environment includes 13 medical schools from Sub-Saharan Africa and their 50-plus partners from around the world. The theoretical foundations of Communities of Inquiry provided the framework that drove the design of the web-based platform used in this project. Through an emphasis on learning from conversations, the resulting cyberlearning environment was designed to foster engagement among faculty, staff, and students of the 13 medical schools and their partners. Recognizing that generating a virtual community of inquiry framed around the cognitive, social, and teaching presence is no easy task, the approach taken for the design was based on conceptualizing the development of such a community along a continuum that addressed the depth of interaction for each presence. This type of design assumes a phased-in implementation. The chapter describes this conceptualization by addressing the core communication strategy used, which underlies the interactions to support learning from conversations. In addition, the chapter addresses key environmental constraints and how these constraints guided operational decisions during implementation. In addition, the chapter discusses challenges and solutions, as well as lessons learned.

Download Full-text

Crime and social media

Information Technology and People ◽

10.1108/itp-06-2018-0280 ◽

2019 ◽

Vol 32 (5) ◽

pp. 1215-1233 ◽

Cited By ~ 2

Author(s):

Simplice Asongu ◽

Jacinta Nwachukwu ◽

Stella-Maris Orim ◽

Chris Pyke

Keyword(s):

Social Media ◽

Negative Relationship ◽

Sub Saharan Africa ◽

Quantile Regressions ◽

Data Set ◽

Middle Income ◽

Content Type ◽

Income Levels ◽

Sub Saharan ◽

Development Outcomes

PurposeThe purpose of this paper is to complement the scant macroeconomic literature on the development outcomes of social media by examining the relationship between Facebook penetration and violent crime levels in a cross-section of 148 countries for the year 2012.Design/methodology/approachThe empirical evidence is based on ordinary least squares (OLS), Tobit and quantile regressions. In order to respond to policy concerns on the limited evidence on the consequences of social media in developing countries, the data set is disaggregated into regions and income levels. The decomposition by income levels included: low income, lower middle income, upper middle income and high income. The corresponding regions include: Europe and Central Asia, East Asia and the Pacific, Middle East and North Africa (MENA), Sub-Saharan Africa and Latin America.FindingsFrom OLS and Tobit regressions, there is a negative relationship between Facebook penetration and crime. However, quantile regressions reveal that the established negative relationship is noticeable exclusively in the 90th crime quantile. Further, when the data set is decomposed into regions and income levels, the negative relationship is evident in the MENA while a positive relationship is confirmed for Sub-Saharan Africa. Policy implications are discussed.Originality/valueStudies on the development outcomes of social media are sparse because of a lack of reliable macroeconomic data on social media. This study primarily complemented three existing studies that have leveraged on a newly available data set on Facebook.

Download Full-text