Media Trends and Prospects in Educational Activities and Techniques for Online Learning and Teaching through Television Content: Technological and Digital Socio-Cultural Environment, Generations, and Audiovisual Media Communications in Education

Constantinos Nicolaou

doi:10.3390/educsci11110685

Abstract

The purpose of this article is to provide information and data that will contribute to the enhancement of teaching methodologies for online learning and teaching at all educational levels and disciplines (including adult education). More specifically, it attempts to shed light on media trends and prospects as educational activities and techniques, as well as on the utmost importance of the use of television content as audiovisual educational content. This venture focuses on the cases of Cyprus and Greece following literature materials and reviews, research results, and findings of previous numerous studies and research papers from and through the Internet that were considered as background. The aforementioned were applied in a pilot case study with adult educators as adult learners (18 years and older), providing literature data and historical elements as a source of further study. The findings from the pilot case study revealed that the television content can also shape (adult) learners’ perceptions on how they understand and learn in an online environment in regard to the generational cohort they belong. Furthermore, the results disclosed that an online educational process utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) may support technology-enhanced learning through non-verbal communication in the new streamlined digital era in which we live. An important conclusion of this article is that the (inter)national genealogical characteristics and habits, the inherent and special characteristics, and the socio-cultural identity of learners, as well as the various (inter)national social-phenomena (e.g., media socio-phenomenon, Internet phenomenon, revival phenomenon, etc.) of the past and present, should always be taken into account by education administrators and educators, in order to maintain a quality and sustainable future education.

Highlights

Those were performed under the form of a digital educational seminar based on a tried and tested interactive lesson plan online using audiovisual content derived from the media through non-verbal communication [24] as a pilot case study in Cyprus and Greece
The use of audiovisual media communications as information communication technologies (ICTs) in education nowadays contributes to educational effectiveness in technology-enhanced learning as well as to the provision of knowledge or specific or/and combined skills that creating a new streamlined digital era and experience for generational cohort [6,11,15,17,23,24,25,57]
It should be noted that due to the constant technological developments and changes experienced by the majority of this generation mainly as kids or teenagers, as well as that they grew up discovering the use of the Internet as a source of information for research, GenY tends to be less brand loyal, to be just as flexible, and to adapt to environmental changes and new fashion trends, style of consciousness, and where and how it is communicated [84,85,93]

Summary

Introduction

The secondary pylon concerns the attitudes and views of the official younger generations expressed through a confirmed teaching methodology, methods, and educational techniques employing audiovisual media technologies in (technology-)enhanced learning Those were performed under the form of a digital educational seminar based on a tried and tested interactive lesson plan online using audiovisual content derived from the media (i.e., television content) through non-verbal communication [24] The main teaching methodologies (i.e., differentiated teaching and interdisciplinary teaching), methods (i.e., inductive method, production method, interpretative method, and constructivist method), and educational techniques (e.g., re-energizing memory, brainstorming, group discussion, etc.) are suitable for the use of audiovisual media technologies, for the purposes of effective teaching and educational effectiveness [15] At this point, it should be noted that this theory is the metaevolution of the theoretical framework [50] that was used for in the context of the research project “Non-Verbal Communication” (NVC) to adults (18 years and older), which began in 2014 and was completed in mid-2020 in Cyprus and Greece [51,52].

Socio-Cultural Culture of the Generations and Media-Technological Environment

The Case of the Media in Cyprus and Greece

Brief Historical Evolution of the Greek-Cypriot and Greek Television

Media Socio-Phenomena and Television Content from Greek-Cypriot and

Planning the Research Method and Participants

Results, Findings and Discussion

Digital Educational Seminar

Discussion

Audiovisual Media Communications

Grouped

Concluding Discussion

Instead of an Epilogue