Abstract
In this article, the quality of media studies education through effective teaching utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) to budding journalists as adult learners (18 years and older) is researched, with results primarily intended for application in radio lessons at all educational levels and disciplines (including adult education). Nowadays, audiovisual media communications play an important role in the modern and visual-centric way of our life, while they require all of us to possess multiple-multimodal skills to have a successful professional practice and career, and especially those who study media studies, such as tomorrow’s new journalists. Data were collected after three interactive teachings with emphasis on educational effectiveness in technology-enhanced learning, through a specially designed written questionnaire with a qualitative and quantitative form (evaluation form), as case study experiments that applied qualitative action research with quasi-experiments. The results (a) confirmed (i) the theory of audiovisual media in education, as well as (ii) the genealogical characteristics and habits of budding journalists as highlighted in basic generational theory, something which appears to be in agreement with findings of previous studies and research; and (b) showed that (i) teaching methodology and educational techniques aimed primarily at adult learners in adult education kept the interest and attention of the budding journalists through the use of such specific educational communication tools as audiovisual media technologies, as well as (ii) sound/audio media, as audiovisual content may hold a significant part in a lecture.
Highlights
The use of audiovisual media technologies and audiovisual content in education, and especially in the field of media studies, contributes to effective teaching, to technologyenhanced learning, and to the provision of easier acquired knowledge (Frolova et al 2020; Nicolaou 2019a; Nicolaou et al 2019; Ewing et al 2018)
The main purpose of this research is, to fill this gap and to provide data that will eventually contribute to the quality of media studies education, using audiovisual media technologies as educational techniques and/or communication tools to provide technology-enhanced learning through interactive teaching with emphasis on educational effectiveness to budding journalists as adult learners (18 years and older)—primarily intended for radio lessons at all educational levels and disciplines—considering the modern theoretical and methodological approaches and trends in education, and especially in adult education
The use of audiovisual media communications is an integral part of the educational process, and it is not an easy task
Summary
The use of audiovisual media technologies and audiovisual content (audiovisual media communications from here on) in education, and especially in the field of media studies (e.g., courses in journalism, radio, television, social media, public relations, communication, etc.) (see Georgiadou and Kolaxizis 2019; Matsiola et al 2019; Nicolaou et al 2019; Şardagı and Öztürk 2019; Quinn-Allan 2010), contributes to effective teaching, to technologyenhanced learning, and to the provision of easier acquired knowledge (Frolova et al 2020; Nicolaou 2019a; Nicolaou et al 2019; Ewing et al 2018). 48), which may even influence public opinion (Antonopoulos and Veglis 2013; Spyridou et al 2013) This phenomenon occurs primarily in the younger generations’ users (see Ryberg et al 2011), such as GenZ (see Seemiller and Grace 2018; Twenge 2017) and Millennials (see Howe and William 2000; Howe and Nadler 2008), who tend to use the Internet and ICTs more and more in every aspect of their daily lives (see Podara et al 2021b; Nicolaou and Kalliris 2020; Podara et al 2020; Matsiola et al 2019; Podara et al 2018, 2019a, 2019b, 2019c) as digital natives (Prensky 2001a; Prensky 2001b). Strauss and Neil Howe [1991] 1992; Markert 2004), the Baby Boomer Generation (people born from 1946 to 1964) (see Owram 1996; Jones 2008), and the Silent Generation (people born from 1925 to 1945) (see Strauss and Howe 1997; Carlson 2008), who are unfamiliar with the use of technology and especially with new technologies (e.g., with smart devices) as digital immigrants (Prensky 2001a, 2001b).
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