Abstract
Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective teaching utilizing audiovisual media communications in adult education. This research is a secondary research from two researches, which are qualitative and based on a quantitative method of analyzing. The primary data were collected through experiment method from adults (18 years and older), in Cyprus and Greece. The results confirm the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning in education, both from the literature, and from the findings and results of various researches. This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), information and communications technologies (ICTs) in adult education (in Greece and Cyprus).
Highlights
The rapid development in the fields of science and technology in recent years has brought about and continues to bring about change [1,2,3], especially in adult education [4,5,6,7]
If we consider the genealogical characteristics based on the genealogical cohorts of the adult educators and learners, the adults were not ready to manage the use of new technologies in adult education
Audiovisual media communications are integrated in information and communications technologies (ICTs) and are used as educational techniques and tools to create and disseminate digital media literacy [11], employing widespread content delivery modes, which results in acquiring improved knowledge, and in order to achieve proper and constructive communication [12,13], as well as to develop the skills identified through the 4Cs [14]
Summary
The rapid development in the fields of science and technology in recent years has brought about and continues to bring about change [1,2,3], especially in adult education [4,5,6,7]. ERIC as specialized tool, using the terms “adult education” and “audiovisual media”, 21 results were found, of which only the 13 relevant to the topic after the systematic search of literature review, with chronologies from 1967 to 1979; at the time of writing this article) This may be due to (a) the rapid development of technology and the emergence (or re-emergence) of new teaching methods [15,16], or/and (b) because the adult learners or/and adult educators were not ready for this technological innovation. New technologies five decades ago were considered the (traditional) radio (1920)
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