Teaching Innovation Experience for COVID-19 Times: A Case Study on Blended Learning of Television Journalism Courses with Moodle

Marcos Mayo-Cubero

doi:10.1177/1326365x211048619

Abstract

The effective implementation of information and communications technologies (ICTs) in higher education is not guaranteed without serious and rigorous pedagogical reflection. It is essential to maintain an ongoing debate on the effectiveness of the learning process. A debate accelerated by the impact of the COVID-19 crisis and the growing role of virtual and remote learning in universities worldwide. This research aims to overcome the quantitative approach of previous work with qualitative evidence to contribute to the field knowledge. The designed case study is based on a Moodle teaching experience in communication studies at a Spanish university. This innovative methodology is developed within a hybrid teaching ecosystem (blended learning) with the support of a virtual platform (Aula Virtual). The sample analysed is composed of 77 students enrolled in the subject ‘Television Journalism’. The design of an original and novel data collection instrument has supplied various quantitative and qualitative data. The triangulation of four data collection techniques has provided a demographic profile, an activity report, a grading report and a satisfaction report. The findings suggest a high degree of student satisfaction, with the experience and a significant improvement in students’ television writing skills, thanks to the implementation of Moodle.

Highlights

Social ConstructivismAn effective classroom is generally dependent on using constructivist strategies and practice
The evaluation criteria outlined in the teaching guide established the weights of each of the four assessable items: news bulletin practices (30%), writing practices (30%), final exam (30%), and attendance and participation (10%)
Once the students had uploaded their practices onto the virtual platform, these were corrected by the professor

Summary

Introduction

An effective classroom is generally dependent on using constructivist strategies and practice. From a social constructivism perspective, the ideas are constructed through the interaction between the lecturer and the class to achieve a personal meaning for the student Lecturers, first, provide support for learners to build their learning way In this sense, recent studies have shown that the flipped classroom model promises innovative ways in more effective, supportive, motivating and active learning, especially for low achievers and students who may struggle with traditional lectures An example was put into practice in an experiment to improve students’ writing skills by shifting to a cooperative working model with a collaborative constructivist approach An example was put into practice in an experiment to improve students’ writing skills by shifting to a cooperative working model with a collaborative constructivist approach (Álvarez & Bassa, 2013, p. 263)

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