COVID-19 and Mass Media Education: An Evaluation of the Transition from Brick-and-Mortar Learning to Virtual Space

Nyarko, Jacob; Serwornoo, Michael Yao Wodui

doi:10.1177/09732586221096346

Cited by 7 publications

(4 citation statements)

References 25 publications

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“…Challenges were observed in public health awareness and prevention in countries like Cameroon, emphasizing the significance of ICT in today's information landscape. Concurrently, a transition from traditional learning spaces to virtual environments was observed, reflecting the dynamic relationship between technology, education, and information dissemination (Nyarko & Serwornoo, 2022). These phenomena align with more extensive discussions on organizing and reframing technological determinism, whereby technology's deterministic influence on society is both recognized and critiqued (De la Cruz Paragas & Lin, 2016).…”

Section: Introductionmentioning

confidence: 77%

New Technologies and Journalistic Practices at the Time of COVID-19 in Africa

Jean-Paul,

Erneo,

Rosemary

2023

AJC

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This article aimed to show how new information technologies have influenced and innovated journalism practice during COVID-19 in terms of collecting, processing and disseminating news and information. The study was literature based. A literature-based study primarily relies on existing published literature rather than collecting primary data through experiments or surveys. The findings reveal that the management of new information technologies has led to the rise of infodemia, a phenomenon of misinformation that disrupts the informational ecosystem due to the prevalence of erroneous or misleading news. As a result, the media's role as a watchdog is compromised. Infodemia has become the most prominent dimension of this challenge, with traditional media struggling to maintain their status as reliable source of information amidst the influence of amateur journalism on social media. The traditional media plays a crucial role in covering COVID-19 but faces challenges in producing and disseminating accurate information due to the specialization of journalism and the shortage of specialists. The emergence of new categories of journalistic practices, including terrorist journalism, diversionary journalism, ideological journalism, and journalism as a business, poses a major threat to the credibility, trust, and timeliness of real news. New technologies, particularly social media, have filled the void left by traditional media and facilitated the spread of fake news and rumors. Despite the challenges, information and communication technologies have brought innovation to journalistic practices in raising awareness against COVID-19 in Africa. The study provides several recommendations based on its findings. Traditional media outlets in Africa are recommended to prioritize hiring and training specialist journalists to cover health-related topics, establishing measures to combat the spread of fake news and rumors related to COVID-19, continuing to adapt to the use of new technologies in disseminating information, upholding ethical standards in reporting, and prioritizing public health How to cite this paper:

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Section: Introductionmentioning

confidence: 77%

New Technologies and Journalistic Practices at the Time of COVID-19 in Africa

Jean-Paul,

Erneo,

Rosemary

2023

AJC

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“…Currently, blended learning seems to be the way forward for teaching in the future. This means that online elements, despite the rejection seen in some circles, will still be a more significant part of journalism and mass communication's teaching and learning experience (Nyarko & Serwornoo, 2022;Osepashvili, 2022). The implication here is that the online aspects of blended learning must be improved.…”

Section: Distance Education In Journalism Is Not Easy But It Is Not I...mentioning

confidence: 99%

What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning

Mambwe

2024

Journal of Digital Educational Technology

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This paper cogitates and reflects on some of the lessons learned about journalism and mass communication education in Zambia following the outbreak of the COVID-19 pandemic. It highlights specific observations from the experience of teaching journalism, mass communication and media studies courses in the wake of the globally menacing pandemic within the context of a country in the global South with limited resources and a traditional approach to journalism education. The paper combines thoughts from reflexive autoethnography based on professional positionality, buttressed by selected literature on teaching and learning in higher education during the pandemic, and insights from selected journalism educators in the country. The paper uncovers six critical reflection points or lessons pertinent to post-pandemic journalism education. These are: (a) there are still low levels of digital readiness in journalism schools; (b) distance education for journalism and mass communication is not easy but not at all impossible; (c) digital literacy for both faculty members and students in journalism schools must be scaled up; (d) persistent digital inequalities characterise higher education, including journalism education; (e) exceedingly low levels of training in science and health reporting/coverage are still prevalent; and lastly (f), there is need to rethink how student internships and attachment programs can best be conducted in times of crisis. In addition to these observations, the paper argues for a holistic approach to digital transformation to address many of these and other challenges.

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“…Currently, blended learning seems to be the way forward for teaching in the future. This means that online elements, despite the rejection seen in some circles, will still be a greater part of the teaching and learning experience in journalism and mass communication (Nyarko & Serwornoo, 2022;Osepashvili, 2022) . The implication here is that the online aspects of blended learning must be improved.…”

Section: B Distance Education For Journalism Is Not Easy… But Neither...mentioning

confidence: 99%

What the COVID-19 Pandemic has brought to light about Journalism Education in Zambia: Some Reflections on the transition to online teaching and learning

Mambwe

2023

Preprint

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This paper cogitates and reflects on some of the lessons learned about journalism and mass communication education in Zambia following the outbreak of the COVID-19 pandemic. It highlights specific observations from the experience of teaching of journalism, mass communication and media studies courses in the wake of the globally menacing pandemic, within the context of a country in the global South with limited resources and a traditional approach to journalism education. I put together thoughts from reflexive autoethnography based on my professional positionality, buttressed by selected literature on teaching and learning in higher education during the pandemic, and insights from selected journalism educators in the country. The paper uncovers six points of reflection or lessons, namely: (a) there are still low levels of digital readiness in journalism schools; (b) distance education for journalism and mass communication is not easy but not at all impossible; (c) digital literacy for both faculty members and students in journalism schools must be scaled up; (d) persistent digital inequalities characterise higher education, including in journalism education; (e) exceedingly low levels of training in science and health reporting/coverage are still prevalent; and lastly (f), there is need to rethink how student internships and attachment programmes can be conducted in times of crisis. In addition to these observations, the paper argues for a wholistic approach to digital transformation to address many of these and other challenges.

show abstract

COVID-19 and Mass Media Education: An Evaluation of the Transition from Brick-and-Mortar Learning to Virtual Space

Cited by 7 publications

References 25 publications

New Technologies and Journalistic Practices at the Time of COVID-19 in Africa

New Technologies and Journalistic Practices at the Time of COVID-19 in Africa

What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning

What the COVID-19 Pandemic has brought to light about Journalism Education in Zambia: Some Reflections on the transition to online teaching and learning

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