JOURNALISM TEACHING PRACTICE DURING THE COVID-19 PANDEMIC: QUALITATIVE ANALYSIS OF TEACHERS’ ATTITUDES
Abstract
The transition to full online teaching format has posed a number of challenges of journalism higher education. The goal of this research is to show Georgian journalism teachers’ attitudes towards online learning during the covid-19 pandemic. To reach this goal and explore this issue a social constructivism framework is used.
The main research questions: How effective is this process? What are the strengths and weakness of full online learning? What opportunities of the development are arisen?
This study is based on the qualitative approach and a semi-structured interviews method is used for this research. The interviews (n=17) were conducted among journalism professors, different Georgian media schools. This study was carried out from 20 June till 20 October 2021.
According to the results of this study, there are a lot of challenges facing during the full remote classes but nevertheless there are a number of development opportunities. At the end of the research the author suggests certain recommendations for media schools.
References
Al-Mutairi, M. S.; Snoussi, T, et al. (2021). Implications for the use of Distance Online Learning in Colleges of Media and Communication: Survey results. Multicultural education, 7(8), 299. https://doi.org/10.5281/zenodo.5203287
Atkins, A., Charles, F., & Adjanin, N. (2020). A new realm for distance and online learning: 360-degree VR. Teaching Journalism & Mass Communication, 10(2), 51-54.
Demuyakor, J. "Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian international students in China." Online Journal of Communication and Media Technologies 10, no. 3 (2020): e202018.
Dotsenko, K., University studying on the quarantine: distance lectures and seminars through the specifics of the department of journalism. Média a vzdělávání 2020 – Media & Education 2020 ISBN 978–80–87570–51–7
Fowler-Watt, K., Majin, G., Sunderland, M., Phillips, M., Brine, D., Bissell, A. and Murphy, J., 2020. Reflections on the Shifting Shape of Journalism Education in the Covid-19 pandemic. Digital Culture and Education (June 22).
Friesem, Y., Teaching Media Production Online During a Pandemic. Columbia College Chicago, 2020. https://mediaeducationlab.com/sites/default/files/Friesem%2C%20Y.%20%282020%29.%20Teaching%20media%20production%20online%20during%20a%20pandemic.pdf
Gersamia, M., & Toradze, M. (2017). Communication function of social networks in media education: The case of Georgia. The International Journal on Media Management, 3(1), 195-206.
Grabelnikov A.A., Gegelova N.S., Osipovskaya E.A, Ott V.S. Journalism Education in the Context of COVID-19 Pandemic: Pros and Cons/Theoretical and Practical Issues of Journalism, 2020, vol. 9, no. 4, pp. 713–726. DOI: 10.17150/2308-6203.2020.9(4).713-726. (In Russian)
Grandinetti, J. (2021). Pandemic pedagogy, Zoom, and the surveillant classroom: The challenges of living our advocacies in a pandemic. Communication, Culture & Critique, 14(2), 347-350.
Matsilele, T. (2021). The implications of Covid-19 on institutions of higher learning: A case of Zimbabwe and South Africa. Education in Africa: Perspectives, Opportunities and Challenges, 93-115.
Mayo-Cubero, M. (2021). Teaching innovation experience for COVID-19 times: A case study on blended learning of television journalism courses with moodle. Asia Pacific media educator, 31(2), 178-194.
Msimanga, M., Tshuma, L., & Matsilele, T. (2022). Journalism pedagogy and ICTs in a time of pandemic: A case study of selected journalism schools in Southern Africa. World of Media. Journal of Russian Media and Journalism Studies 2: 46-63. DOI: 10.30547/worldofmedia.2.2022.4
Mseleku, Z. (2020). A literature review of E-learning and E-teaching in the era of Covid-19 pandemic. SAGE, 57 (52), 588-597.
Mustika S., Khotimah WQ., The Strategy of Journalism Education Institutions in Facing the Covid-19 Pandemic Era. Advances in Social Science, Education and Humanities Research, volume 547 Proceedings of the 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020). pp.156-160
Nyarko J, Serwornoo MYW. COVID-19 and Mass Media Education: An Evaluation of the Transition from Brick-and-Mortar Learning to Virtual Space. Journal of Creative Communications. May 2022. doi:10.1177/09732586221096346
Olsen, R. K., Gunhild Ring Olsen, G. R., & Røsok-Dahl, H (2022): Unpacking Value Creation Dynamics in Journalism Education. A Covid-19 Case Study, Journalism Practice, DOI: 10.1080/17512786.2022.2043767
Osepashvili, D. (2011). The role of E-Learning in modern media education. vol. The Role o,[Online]. Available: https://www.researchgate.net.
Osepashvili, D. (2014, July). The using of social media platform in modern journalism education. In Proceedings of the European Conference on Social Media (pp. 378-387). UK
Snoussi, T, et al. (2020). Distance E-Learning (DEL) and Communication Studies During Covid-19 Pandemic. https://doi.org/10.5281/zenodo.4155579
Tejedor S, Cervi L, Pérez-Escoda A, Tusa F, Parola A. Higher Education Response in the Time of Coronavirus: Perceptions of Teachers and Students, and Open Innovation. Journal of Open Innovation: Technology, Market, and Complexity. 2021; 7(1): 43. https://doi.org/10.3390/joitmc7010043
Poluektova, I., Vikrova. O; Vartanova. E. I, Effectiveness of Online Education for the Professional Training of Journalists: Students’ Distance learning During the Covid-19 Pandemic. Psychology in Russia: State of the Art Volume 13, Issue 4, 2020. pp: 26-37
Warren, T. Zoom grows to 300 million meeting participants despite security backlash. Retrieved from: https://www.theverge.com/2020/4/23/21232401/zoom-300-million-users-growth-coronavirus-pandemic-security-privacy-concerns-response
Views:
526
Downloads:
234
Copyright (c) 2022 Dali Osepashvili
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published in open-access and licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Hence, authors retain copyright to the content of the articles.
CC BY 4.0 License allows content to be copied, adapted, displayed, distributed, re-published or otherwise re-used for any purpose including for adaptation and commercial use provided the content is attributed.
