From Print to Digital Platforms: A PBL Framework for Fostering Multimedia Competencies and Consciousness in Traditional Journalism Education

Autor/inn/en	Goh, Debbie; Kale, Ugur
Titel	From Print to Digital Platforms: A PBL Framework for Fostering Multimedia Competencies and Consciousness in Traditional Journalism Education
Quelle	In: Journalism and Mass Communication Educator, 70 (2015) 3, S.307-323 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-6958
DOI	10.1177/1077695815589473
Schlagwörter	Problem Based Learning; Multimedia Materials; Multimedia Instruction; Journalism Education; Electronic Learning; Electronic Publishing; Consciousness Raising; News Media; Production Techniques; Competence; Student Experience; Interviews; Student Surveys; Selective Dissemination of Information; Questioning Techniques; Personal Autonomy; Active Learning; Skill Development; Inquiry; Innovation; Feedback (Response); College Students; Foreign Countries; Case Studies; Online Surveys; Observation; Singapore + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Multimediales Lernen; Elektronisches Publizieren; Bewusstseinsbildung; Nachrichtenwesen; Production engineering; Produktionstechnik; Kompetenz; Studienerfahrung; Interviewing; Interviewtechnik; Schülerbefragung; Befragungstechnik; Fragetechnik; Individuelle Autonomie; Aktives Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Collegestudent; Ausland; Case study; Fallstudie; Case Study; Beobachtung; Singapur
Abstract	The project-based learning (PBL) approach closely reflects the tenets of journalism and provides a potential pedagogical guide for transforming traditional journalism education. This study operationalizes and applies a PBL framework in digitizing a print journalism course. The findings illustrate how the presence of seven key elements of PBL enhanced the quality and experience of student learning, and increased multimedia consciousness and competencies. Providing choices minimized cultural resistance and cultivated ownership and accountability to the student projects, fostering collaboration and critical thinking. Weaker students expressed greater need for a more structured pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01