Opportunities and Challenges: Professional Development Programming in Media and Communication Education

II, Jerry Crawford; Boyles, Jan Lauren; Hernandez, Terri; Lou, Chen; Cheng, Hong; Perlmutter, David D.

doi:10.1177/1077695820926835

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…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).…”

Section: Background and Literature Review And/or Related Workmentioning

confidence: 99%

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

Nicolaou

Matsiola

Karypidou

et al. 2021

Journalism and Media

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In this article, the quality of media studies education through effective teaching utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) to budding journalists as adult learners (18 years and older) is researched, with results primarily intended for application in radio lessons at all educational levels and disciplines (including adult education). Nowadays, audiovisual media communications play an important role in the modern and visual-centric way of our life, while they require all of us to possess multiple-multimodal skills to have a successful professional practice and career, and especially those who study media studies, such as tomorrow’s new journalists. Data were collected after three interactive teachings with emphasis on educational effectiveness in technology-enhanced learning, through a specially designed written questionnaire with a qualitative and quantitative form (evaluation form), as case study experiments that applied qualitative action research with quasi-experiments. The results (a) confirmed (i) the theory of audiovisual media in education, as well as (ii) the genealogical characteristics and habits of budding journalists as highlighted in basic generational theory, something which appears to be in agreement with findings of previous studies and research; and (b) showed that (i) teaching methodology and educational techniques aimed primarily at adult learners in adult education kept the interest and attention of the budding journalists through the use of such specific educational communication tools as audiovisual media technologies, as well as (ii) sound/audio media, as audiovisual content may hold a significant part in a lecture.

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