Hanson Kami
Weber State University, USA.
J Dent Hyg. 2011 Winter;85(1):6-12. Epub 2011 Jan 1.
The purpose of this project was to simulate development of a community oral health plan using technology-based tools at the students' disposal. The specific research questions were: Will students use the Internet to identify community oral health issues and develop solutions to address the issues? Will blogs be a good tool to discuss and engage students in conversation with each other and to connect them with community oral health resources? How will blogging impact future academic and personal communications for the student?
Dental hygiene students (n=30) participated in a community oral health course for 7 weeks. Students were asked to create a blog on which they would post weekly assignments and respond to 2 of their peer's blogs each week. Methods for data collection were post-treatment survey (15 items) analyzed for descriptive statistics and an analysis of written blog content according to a counting and coding scheme.
RESULTS/CONCLUSION: Students used the Internet to identify issues and problem solving scenarios. Blogs were a good tool to engage students in discussions on oral health issues and peer-to-peer learning. Qualitative discourse analysis revealed evidence of critical thought and discourse throughout blog posts. Students referenced the Internet in blogs, while specific instances of resource sharing and provision of solutions to peers were less common. Students felt blogging encouraged them to engage with one another. Twenty percent of participating students have extended their use of blogging for both academic and personal purposes.
本项目的目的是利用学生可使用的基于技术的工具来模拟社区口腔健康计划的制定。具体研究问题如下：学生是否会利用互联网来识别社区口腔健康问题并制定解决这些问题的方案？博客是否会成为一个良好的工具，用于学生之间的讨论和交流，并将他们与社区口腔健康资源联系起来？博客将如何影响学生未来的学术和个人交流？
口腔卫生专业学生（n = 30）参加了为期7周的社区口腔健康课程。要求学生创建一个博客，他们每周在上面发布作业，并回复两位同学的博客。数据收集方法包括用于描述性统计分析的治疗后调查问卷（15项），以及根据计数和编码方案对博客书面内容进行分析。
结果/结论：学生利用互联网识别问题和解决问题的场景。博客是促使学生参与口腔健康问题讨论和同伴学习的良好工具。定性话语分析揭示了博客文章中批判性思维和话语的证据。学生在博客中引用互联网，但资源共享和为同伴提供解决方案的具体实例较少见。学生认为博客鼓励他们相互交流。20%的参与学生将博客的使用扩展到了学术和个人目的。
