Developing professional skills in journalism through blogs

Hodgson, Paula; Wong, Dora

doi:10.1080/02602930903229868

Cited by 18 publications

(17 citation statements)

References 26 publications

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“…However, these are the necessary skills for undergraduate study, postgraduate study and in future careers (Cowan 2010;Hodgson and Wong 2011;McMillan 2012;Melles 2009). If more educators were to adopt peer assessment to improve student learning, teacher guidance may possibly be withdrawn in subsequent years, but the key outcome is always that students be well prepared with confidence and mastery of critical evaluative skills when they graduate.…”

Section: Resultsmentioning

confidence: 98%

Outcomes of synergetic peer assessment: first-year experience

Hodgson

Chan

Liu

2013

Assessment & Evaluation in Higher Education

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Active participation in learning activities and reviewing assessment activity can facilitate learners engaged in these processes. This case study reports student experiences of the process of peer assessment with teacher guidance in a group project for a first-year nursing course with 153 students. Twenty groups of students were assigned roles in exploring one of the two scenarios: one involved analysing diabetes mellitus and the other considered colorectal carcinoma, in each case covering provision of acute nursing care in hospitals and preparing health promotion strategies in a community. Each group also provided comments to the group that worked on the other scenario, based on prearranged assessment criteria. After receiving comments from their peer group, each group was then allowed to revise their drafts prior to final submission. The teacher's input would be offered, if the peer feedback was inaccurate or insufficient. A survey was conducted to explore the learning experiences, and three semistructured focus group interviews were conducted to triangulate findings with the survey. The first-year students expressed the need for both peer feedback and the lecturer's direct guidance.

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Section: Resultsmentioning

confidence: 98%

Outcomes of synergetic peer assessment: first-year experience

Hodgson

Chan

Liu

2013

Assessment & Evaluation in Higher Education

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“…Attestations from many participants provide evidence that a number of educators integrate formal journalistic learning with experience or actual case studies that serve to address the academic and professional information needs of the students. Adopting such learning experiences has been argued to closely replicate real practice (Hodgson & Wong 2011). As Stephen Tanner (2014:99) contends, unless the learning experience is anchored authentically [...], the industry bemoans it as "a poor substitute for the reality of working in the newsroom".…”

Section: Discussionmentioning

confidence: 99%

“…Team learning allows students to collaborate and support each other as they reflect on what they learn, thereby improving their ability to work in multi-function teams (Patrão & Figueiredo 2011). Furthermore, research shows that such SOTL in the South 3(2): September 2019 Njuguna & Jjuuko co-learning gives students the opportunity to develop their evaluative skills when they interact with real exemplars rather than verbal explanations (Hodgson & Wong 2011).…”

Section: Instances Of Perceived Good Online Journalism Teaching Practmentioning

confidence: 99%

“…Researchers stress the need for students to extend their news reporting skills out of the lecture by learning to find relevant online sources, create content and conduct editing on the web platforms, thereby enjoying the enriched opportunities offered by the web (Hodgson & Wong 2011). This view is supported by one participant who opines that since all new media knowledge cannot be learnt in class, "some will be learnt on the job and also students will explore by themselves" (FGD3 participant).…”

Section: (Fgd4 Participant)mentioning

confidence: 99%

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Online journalism education in Rwanda: students find value in the Experiential Learning Approach

Njuguna

Jjuuko

2019

Sotls

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The digital age is reshaping media industries locally and globally, forcing media firms and media producers to master new media tools in order to remain competitive and employable. This technological revolution has had a marked impact on the structures and economic viability of media, necessitating media training institutions to rethink how they prepare future media professionals for work in the twenty-first century. In order to keep pace with these rapid technological changes, educational institutions have had to adjust journalism curricula to integrate online or multimedia journalism courses that build online competencies and the technological skills needed for graduates to flourish in digital media domains. Despite these efforts, industry players still decry the apparent unpreparedness of graduates, largely attributing this to the learning approach taken by universities.Quality skills training has been argued to ensure that learners can relate with real work life. However, in countries like Rwanda, little is known about whether these new strategies are fostering the knowledge, skills and professional dispositions needed to work in a country that is undergoing rapid technological and economic change. Drawing from experiential learning theory, this study uses five focus-group discussions from five Rwandan journalism schools to glean the views of final-year students on how trainers employ practical pedagogy to cultivate students’ online skills in readiness for employment. Findings reveal that students consider the experiential learning approaches to be essential to their perceived online readiness. These enhanced skills were achieved using digital scenarios relating to students’ future work environment. However, the perceived quality of this experience varied from trainer to trainer, based on a range of factors including their how students perceived the trainers’ attitudes towards new media, their perceived ability to teach the digital skills and the learners’ own digital experience and competence. How to cite this article: NJUGUNA, Joseph; JJUUKO, Margaret. Online journalism education in Rwanda: students find value in the Experiential Learning Approach. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 84-101, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=91&path%5B%5D=48 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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“…Blogs in the online learning environment bridge the gap between face-to-face and the virtual classroom. 8,9 In nursing education, for example, blogs create a supportive culture of peer-assisted learning, building trust and confidence among classmates. By developing an effective learning community, with meaningful and quality interactions between participants, respectful communication and peer evaluation skills can be developed and refined.…”

Section: Faculty Consideration and Methods Of Evaluation With Blogsmentioning

confidence: 99%

Discussion Boards

Adelman

Nogueras

2013

Nurse Educator

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Creating discussion boards (DBs) that capture student imaginations and contain meaningful interactions can be a difficult process. Traditional DBs use a question-and-answer format that often is boring for both the student and instructor. The authors present creative approaches to DBs that result in lively debates and student-to-student and student-to-faculty interactions, including role playing, blogging, wikis, and the use of voice.

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Developing professional skills in journalism through blogs

Cited by 18 publications

References 26 publications

Outcomes of synergetic peer assessment: first-year experience

Outcomes of synergetic peer assessment: first-year experience

Online journalism education in Rwanda: students find value in the Experiential Learning Approach

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