scholarly journals Journalism and media education in Nepal: A critical overview

1970 ◽  
Vol 3 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Laxman Datt Pant
Keyword(s):  
Mass Communication ◽  
Media Education ◽  
University Teaching ◽  
Journalism Education ◽  
Policy Makers ◽  
Triangular Relationship ◽  
Level I ◽  
Teaching Learning ◽  
The University ◽  
Mass Communication Education

This article explores the relevance of journalism education in Nepal based on personal observations of university teaching-learning practices. In particular, I focus on the triangular relationship between corporate, educational socioeconomic challenges of journalism/media education. I also analyze the recent trend of journalism and mass communication education in Nepal shedding light on the challenges of Nepalese media education system especially in the university level. I further suggest how media educators help determine what news is (not), and at the same time describe avenues for engaging media educators, policy makers and content producers for meeting the market demands. DOI: 10.3126/bodhi.v3i1.2809 Bodhi Vol.3(1) 2009 p.21-34

Assessing e-readiness of the Copperbelt University, Zambia: case study

2016 ◽  
Vol 33 (5) ◽  
pp. 315-332 ◽  
Author(s):  
Matuka Chipembele ◽  
Kelvin Joseph Bwalya
Keyword(s):  
Conceptual Framework ◽  
Theory And Practice ◽  
Policy Makers ◽  
Content Type ◽  
Working Environments ◽  
Methodological Triangulation ◽  
Ict Infrastructure ◽  
Teaching Learning ◽  
The University

Purpose The purpose of this paper is to assess e-readiness (preparedness) of the Copperbelt University (CBU) with a view to ascertain the likelihood of the university benefiting from various opportunities unlocked by the adoption and use of ICT in advancing its core mandate of teaching, learning and collaborative research. Design/methodology/approach The study used the network readiness model emanating from the socio-technical theory, which underpins the extended technological enactment framework. Further, it employed a positivist approach and adopted a case study method coupled with methodological triangulation at data collection stage. With a 95 per cent confidence level of a possible sample frame of 2,980, the study sampled 353 respondents with a response rate of 81 per cent. Findings The results show that anticipated ICTs users have not leveraged available ICT infrastructure or are unaware of its existence. Further, quantitative constructs: “accessibility to ICTs” and “requisite ICTs skills” has significant impacts on e-readiness indicators and in integration of ICTs in CBU core business activities. Also, the study argues that institutional ICT policy and working environments reshape users’ perception of ICTs for teaching, learning and research. Research limitations/implications The proposed conceptual framework only accounted for 43 per cent variance of the factors determining e-readiness of CBU. Originality/value Investigating CBU’s e-readiness will enable policy-makers to prioritise interventions needed for transforming the university into an e-ready entity favourably placed to benefit from digital opportunities. Also the emanating conceptual framework is important to theory and practice in integrating ICTs universities business value chains especially in contextually similar environments.

scholarly journals Estratégias pedagógicas na educação médica ante os desafios da Covid-19: uma revisão de escopo

2021 ◽  
Vol 45 (1) ◽  
Author(s):  
Rodrigo Otávio Moretti-Pires ◽  
Dalvan Antônio de Campos ◽  
Zeno Carlos Tesser Junior ◽  
João Batista de Oliveira Junior ◽  
Bárbara de Oliveira Turatti ◽  
...  
Keyword(s):  
Medical Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
University Teaching ◽  
The Face ◽  
Information And Communication ◽  
Medical Learning ◽  
Key Topics ◽  
Teaching Learning ◽  
The University

Abstract: Introduction: The challenges brought by the continuity of the university teaching-learning process in the face of the measures to combat the pandemic of COVID-19 made the debate on the use of information and communication technologies (ICT) in medical education more important. Several strategies were used by teachers worldwide to continue their teaching activities. Objective: to investigate the strategies and uses of ICT in medical education in the face of the COVID-19 pandemic. Method: Five databases were systematically assessed, using the terms “COVID-19”, “medical education”, “higher education” and “students”, in Portuguese, English and Spanish, resulting in 321 initial citations, with 18 final references after applying the inclusion and exclusion criteria. Result: Four key topics were identified in the literature: (1) Challenges for Medical Education prior to COVID-19; (2) Challenges in migrating to remote education; (3) Strategies to overcome challenges related to the learning environment; and (4) Strategies to overcome challenges related to assessments and exams. Conclusion: The use of ICT in medical education in the context of the COVID-19 pandemic showed to be especially important, with considerations regarding the improvement in areas that were already used, the migration of some more articulated areas and experiences in clinical and procedural disciplines. There was also concern about the impacts of using ICT to replace the in-person presence of students in medical learning environments.

Journalism and mass communication education in the Arab World: Towards a typology

2017 ◽  
Vol 80 (5) ◽  
pp. 403-425
Author(s):  
Eisa Al Nashmi ◽  
Mariam F Alkazemi ◽  
Wayne Wanta
Keyword(s):  
Mass Communication ◽  
Arab World ◽  
Methodological Approach ◽  
Specific Region ◽  
Arab Countries ◽  
Current Status ◽  
Journalism Education ◽  
Communication Education ◽  
Communication Programs ◽  
Mass Communication Education

This study offers an overview of the current status of journalism and mass communication education in the Arab World. Specifically, through an exploratory analysis of structure, curricula and faculty from ten journalism and mass communication programs in five Arab countries, the study identified four typologies that characterize journalism and mass communication education in the Arab World. These typologies were also determined by political and economic differences in the region. In an effort to expand literature on global journalism and mass communication education, this study was the first to apply typologies in its methodological approach. Through the process of classification, the study was able to provide a better understanding of how and why journalism education differs within a specific region.

scholarly journals Taxonomy of curriculum change models: the case of Problem Based Learning

2019 ◽  
Author(s):  
Antonella Lotti
Keyword(s):  
Educational Innovation ◽  
Problem Based Learning ◽  
University Teaching ◽  
Teaching Innovation ◽  
Change Models ◽  
Learning Evaluation ◽  
Single Discipline ◽  
Teaching Learning ◽  
The University

The idea, proposed in this work, is that who are introducing educational innovation in University teaching should focus more on the renewal of a curriculum more than in a single course's changes. University teaching innovation  often focuses on the changes introduced within a single discipline through the adoption of some educational technologies or new teaching-learning-evaluation methods,  keeping the focus only on the single discipline and not on the curriculum as a whole. With reference to the work of  Ronald Harden about the eight roles of the university teacher, we underline  the role of  Curriculum developer and implementer. Six models are proposed to classify the introduction of innovative curricula. The different ways by which Problem Based Learning was introduced in university curricula are described  as  examples of the six models.

scholarly journals Pedagogical strategies in medical education to the challenges of Covid-19: scoping review

2021 ◽  
Vol 45 (1) ◽  
Author(s):  
Rodrigo Otávio Moretti-Pires ◽  
Dalvan Antônio de Campos ◽  
Zeno Carlos Tesser Junior ◽  
João Batista de Oliveira Junior ◽  
Bárbara de Oliveira Turatti ◽  
...  
Keyword(s):  
Medical Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
University Teaching ◽  
Pedagogical Strategies ◽  
The Face ◽  
Information And Communication ◽  
Medical Learning ◽  
Teaching Learning ◽  
The University

Abstract: Introduction: The challenges brought by the continuity of the university teaching-learning process in the face of the measures to combat the pandemic of COVID-19 made the debate on the use of information and communication technologies (ICT) in medical education more important. Several strategies were used by teachers worldwide to continue their teaching activities. Objective: to investigate the strategies and uses of ICT in medical education in the face of the COVID-19 pandemic. Method: Five databases were systematically assessed, using the terms “COVID-19”, “medical education”, “higher education” and “students”, in Portuguese, English and Spanish, resulting in 321 initial citations, with 18 final references after applying the inclusion and exclusion criteria. Result: Four key topics were identified in the literature: (1) Challenges for Medical Education prior to COVID-19; (2) Challenges in migrating to remote education; (3) Strategies to overcome challenges related to the learning environment; and (4) Strategies to overcome challenges related to assessments and exams. Conclusion: The use of ICT in medical education in the context of the COVID-19 pandemic showed to be especially important, with considerations regarding the improvement in areas that were already used, the migration of some more articulated areas and experiences in clinical and procedural disciplines. There was also concern about the impacts of using ICT to replace the in-person presence of students in medical learning environments.

Recovering the Midwestern Ethos of Journalism Research

2021 ◽  
pp. 17-32
Author(s):  
Jane Yeahin Pyo ◽  
Nikki Usher
Keyword(s):  
Mass Communication ◽  
The United States ◽  
Journalism Education ◽  
University Of Missouri ◽  
University Of Illinois ◽  
University Of Wisconsin ◽  
The University ◽  
Journalism Research ◽  
Back To The Land

This chapter is a reminder that practice and theory have gone hand in hand since the beginning of professional journalism. However, this history and this partnership have been lost somewhat, particularly when it comes to PhD research. By calling back to the land-grant mission at the universities home to the first schools of journalism in the United States (the University of Missouri, the University of Illinois, the University of Wisconsin), the chapter recalls how the focus on skills and on understanding mass communication was aligned with the mission of journalism education. The chapter examines the founding of the Institute of Communications Research at the University of Illinois and its PhD program that focused on applied journalism and mass communication research, explaining the role of legendary journalism scholar James Carey in recentering (and decentering) the tension between practice and research.

Enabling Social Justice from Within: Reflections on the Student Voice, Pedagogy of Consciousness and the Idea of the University in Democracy

2021 ◽  
pp. 234763112110477
Author(s):  
Monika Maini
Keyword(s):  
Social Justice ◽  
Student Voice ◽  
Paulo Freire ◽  
Theory And Practice ◽  
University Teaching ◽  
Marginalized Communities ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University ◽  
Idea Of The University

The incidences of suicides by students from marginalized communities at Indian public universities indicate that the structural reforms have been insufficient in bringing social justice at universities and the situation demands a change in cognitive structures and processes that can mobilize shift towards just relations at the universities. This article aims to reflect upon pedagogy of consciousness developed by Paulo Freire and argue for its adoption by teachers to develop student voice that has the potential to bring social justice from within the universities. Following the interpretivist paradigm, the idea of the university given by Kant is explored to locate student voice and social justice within the framework of universities. The idea though places voice at core of university teaching learning process, limits its democratic potential by assuming apolitical role of the universities. Therefore, the author elaborates upon pedagogy of consciousness by Paulo Freire, to bring out its relevance in developing voice for social justice and rethinking the idea of the university. Through the analysis of in-depth interviews conducted with teachers and students at University of Delhi, the voices of students citing incidences of structural as well as epistemic injustice in the University are highlighted to develop the link between theory and practice. These voices point towards lack of spaces for expression of dissenting voices and understanding of these voices by teachers and students from privileged backgrounds. The article concludes with illustrating, how pedagogy of consciousness can develop this consciousness enabling praxis of transformation that brings political dissenting voices to the core of the idea of the university in democracy.

Peer assessment and gamification: a university teaching experience in a course of Media Education

2019 ◽  
Author(s):  
Filippo Bruni
Keyword(s):  
Digital Literacy ◽  
Peer Assessment ◽  
Methodological Approach ◽  
Teaching Experience ◽  
Media Education ◽  
University Teaching ◽  
Digital Products ◽  
Evaluation Procedures ◽  
Timely Response ◽  
The University

Attention towards university teaching is growing, also as a result of the evaluation procedures aimed at the Italian university system. In this context, the experience of the course of Media Education and digital literacy activated during the degree course in Communication Sciences at the University of Molise is presented. Given the need to acquire not only knowledge but digital literacy, students were asked to create digital products using a dual methodological approach: gamification and peer evaluation. The gamification has allowed to conceive the activities of the course as a series of challenges to which to give a timely response, as documented by the blog of the course https://ilblogcialafebbre.blogspot.com/.  The peer assessment allowed to increase the interactions among the students, pushing to forms of analysis and comparison that have had positive repercussions on the realized digital products. In evaluating the overall experience, despite the difficulty in interpreting the available data, the perspective of  linking the gamification processes to the creation of assessment rubrics is affirmed

A Smart University for a Smart City

2012 ◽  
Vol 3 (4) ◽  
pp. 16-32 ◽  
Author(s):  
Antonella Nuzzaci ◽  
Loredana La Vecchia
Keyword(s):  
University Teaching ◽  
Basic Knowledge ◽  
University Environment ◽  
Quality Of Higher Education ◽  
Cultural Life ◽  
Communication Devices ◽  
Information And Communication ◽  
Teaching Learning ◽  
The University

The use of technological devices has changed the way individuals interact with their university environment. This paper examines the use of a smart context as a link between individuals and their university environment through an exemplification of the urgent problems deriving from different domains and technological systems, as well as of information and communication devices employed in university teaching-learning contexts, to improve the quality of higher education and individuals’ cultural life. When does the university become “smart”? It is not sufficient that universities define themselves as smart places to underline the main challenges they must face in their efforts to become and remain smart. The article recognizes a university as a “smart” institution when it has its roots in the understanding and critical awareness of the basic knowledge, in the identification of the more realistic competencies and the search for the meanings of a “smart university community” that pursues high quality. The paper concludes with an account of the experience of the ICT Centre of the University of Ferrara, who try to achieve these goals, implies the adoption of innovative perspectives, and discusses the building of a new culture putting in the middle a “smart university” and its cultural principles.

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