Interaction of educational process participants in network online-space: the trends of new media reality development

Abstract

The modern development of digital technologies, the transfer of communicative interaction on most socially important issues into a network online space, initiates the growth of citizens' appeals to various forums, blogs, social networks, etc. The availability and depersonalization of the network online space open unlimited opportunities for participants to develop a media reality. The authors set the goal of the study -to determine the key characteristics of educational process participant interaction in the context of a new media reality, to analyze the specifics and the themes of their appeals within the network online space. The main method of research was a qualitative analysis of Internet forum media texts devoted to the discussion of school education. In the course of the study, it was found that the trends of a new media reality development are ambivalent ones. Positive changes include the increase of contact frequency, a higher level of parent involvement in school education issue solution, the increase of awareness about the problems of their children. However, for many parents, the search for problem solutions is shifting from real communication practices with teachers and administration to artificially formed social groups. The opportunities for the replication and dissemination of one's own opinions through the online space is a testimony to their own competence for parents, an indirect factor of a teacher authority reduction. The authors revealed that in the context of a new media reality, the criticism of teacher actions, their professional and moral qualities is increased more and more. The increase of media competence level among Internet users, the development of information selection and analysis skills will contribute to the development of media text critical perception.

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

“…Finally, effective integration of audiovisual media technologies at all educational levels and disciplines (including adult education) also requires dedicated and talented educators (see Guillén-Gámez and Mayorga-Fernández 2020;Nicolaou and Kalliris 2020;Ngah et al 2019), especially regarding educators of media studies education, due to their scientific field (see Crawford et al 2020;Matsiola et al 2019;Nicolaou et al 2019). In conclusion, all the educators, regardless of which educational levels and disciplines they work in, should need to combine communication techniques through audiovisual media communications within the educational process and the processes of appropriation and use of ICTs in teaching practices (see Brenes-Monge et al 2020;Esteve-Faubel et al 2020;Nicolaou 2020;Frolova et al 2019;Griva et al 2019;Ryabova et al 2018;Veglis and Avraam 2001). Furthermore, they should facilitate broadening the educational process from the curriculum (see Seamon 1999;Nicolaou et al 2019;Nicolaou and Kalliris 2020), while their textbook-centered material should be based on real-world Internet applications and services (see Seamon 1999;Hennessy et al 2005;Nicolaou 2018b) from and/or through transactional and interactive distance (see Xalkidou and Gasparinatou 2020), always taking into account the inherent and specific characteristics-such as the culture, the needs (including special needs), the habits, the profile, and the digital identity-of students/learners (see Muñoz-Rodríguez et al 2020;Nicolaou and Kalliris 2020;Ortiz-Jiménez et al 2020;Nicolaou et al 2019;Vuleta 2018;Courau [1993Courau [ ] 2017Giannoumi et al 2017;Rogers andHorrocks [1986] 2010;Jacobs 1989;…”