How Higher Education Faculty in Egypt Perceive the Effects of COVID-19 on Teaching Journalism and Mass Communication: Perspectives from the Global South

Autor/inn/en	Badr, Hanan; Elmaghraby, Sara
Titel	How Higher Education Faculty in Egypt Perceive the Effects of COVID-19 on Teaching Journalism and Mass Communication: Perspectives from the Global South
Quelle	In: Journalism and Mass Communication Educator, 76 (2021) 4, S.394-411 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Badr, Hanan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-6958
DOI	10.1177/10776958211025199
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Higher Education; Journalism; Mass Media; College Faculty; Teacher Attitudes; School Closing; Educational Technology; Technology Uses in Education; Barriers; Online Courses; Technological Literacy; Egypt + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Journalistik; Journalismus; Massenmedien; Fakultät; Lehrerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Technisches Wissen; Ägypten
Abstract	The article critically examines how faculty in journalism and mass communication perceive the COVID-19 impact on higher education in Egypt. Using an online survey (N = 135) and 14 in-depth interviews in spring-summer 2020, the article contextualizes the faculty's ambivalent perceptions within the diffusion of innovation theory. The article bridges a gap in the existing literature by localizing this disrupted delivery in relation to the broader challenges and opportunities for diffusion of digital innovations in higher education. The results nuance the debate on digital education beyond a techno-determinist focus on digital skills to encompass societal awareness of regional and culture-specific digital inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01