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Journal articles on the topic 'Communication in education – Swaziland – Case studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Moore, Matthew D., and Jerry Daday. "Barriers to human capital development: Case studies in Swaziland, Cameroon and Kenya." Africa Education Review 7, no. 2 (October 2010): 283–304. http://dx.doi.org/10.1080/18146627.2010.515418.

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2

Wanguri, Deloris McGee. "Abbreviated Case Studies in Organizational Communication." Communication Teacher 19, no. 4 (October 2005): 126–29. http://dx.doi.org/10.1080/14704620500289108.

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3

Nordtveit, Bjorn Harald. "Discourses of education, protection, and child labor: case studies of Benin, Namibia and Swaziland." Discourse: Studies in the Cultural Politics of Education 31, no. 5 (December 2010): 699–712. http://dx.doi.org/10.1080/01596306.2010.516954.

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4

Masuku, Micah Bheki, Raufu M. O., and Tijani A. A. "The Use of ICT for Tertiary Education in Agriculture and Research in Swaziland: The Case of University of Swaziland (UNISWA) Students." Journal of Agricultural Studies 4, no. 1 (September 19, 2015): 1. http://dx.doi.org/10.5296/jas.v4i1.8142.

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The primary goal of universities is to teach, provide community service, and conduct research. Empirical evidence has shown that innovative research can best be conducted with the aid of ICT. This study therefore, examines factors affecting the use of ICT for tertiary education and research for development among UNISWA students in the Faculty of Agriculture. Stratified random sampling technique was employed to select 113 UNISWA undergraduate and postgraduate students from whom data were obtained using structured questionnaires. Descriptive statistics and Tobit regression model were used to analyse the data.The results revealed that the radio and television, audio-graphic, email, computer file transfer and multimedia products were the main ICT facilities available. Accessing research and relevant materials online and the use of ICT in improving efficiency of communication among students and lecturers were ranked high by the respondents. Weak wireless services and unemployment were the greatest challenges to the use of ICT facilities by students. Estimated Tobit regression results revealed that availability, accessibility and necessity for ICT facilities significantly influenced their use for learning and research among the undergraduate students while family size, availability, necessity and proficiency were the main factors affecting the use of ICT facilities among the postgraduate students.In order to encourage the use of ICT among UNISWA students, the study is therefore recommending that (i) The university authorities should make ICT facilities available and accessible to all categories of students, (ii) Departments should incorporate the use of ICT facilities into their curriculum, and (iii) lecturers should give ICT based assignments and use ICT-based teaching methods.

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Long, Shawn D. "“Real-Time” Case Studies in Organizational Communication." Communication Teacher 19, no. 4 (October 2005): 103–6. http://dx.doi.org/10.1080/14704620500288985.

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Kikkawa, Toshiko, and Seiji Suzuki. "Localization of Risk Communication Tools: Two Case Studies." Journal of Disaster Research 8, no. 1 (February 1, 2013): 90–94. http://dx.doi.org/10.20965/jdr.2013.p0090.

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In this paper, the authors explore some issues related to adjusting risk communication tools to localities in developing countries, i.e., the localization of risk communication tools. We introduce two anecdotal cases using simulation games as tools for risk communication. First, the “Garbage” game (Thiagarajan, 1991) was introduced to participants in order to improve their awareness of second-order social dilemmas caused by waste management. The cheating nature involved in its rules for achieving the goal was refused by some participants for reasons of religious belief in which the cheating of people is prohibited by religious tenets. The second case was froman elementary school for girls in Pakistan, where religious beliefs play an important role in education. In order to implement risk education in developing countries, it is thus important to give considerations to culture, especially to religious beliefs.

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Hanitzsch, Thomas. "Mapping Journalism Culture: A Theoretical Taxonomy and Case Studies from Indonesia." Asian Journal of Communication 16, no. 2 (June 2006): 169–86. http://dx.doi.org/10.1080/01292980600638835.

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8

Balzotti, Jon, and Derek Hansen. "Playable Case Studies: A New Educational Genre for Technical Writing Instruction." Technical Communication Quarterly 28, no. 4 (May 23, 2019): 407–21. http://dx.doi.org/10.1080/10572252.2019.1613562.

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Browning, Ella R., and Lauren E. Cagle. "Teaching a “Critical Accessibility Case Study”." Journal of Technical Writing and Communication 47, no. 4 (May 12, 2016): 440–63. http://dx.doi.org/10.1177/0047281616646750.

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As technical communication (TC) instructors, it is vital that we continue reimagining our curricula as the field itself is continually reimagined in light of new technologies, genres, workplace practices, and theories—theories such as those from disability studies scholarship. Here, the authors offer an approach to including disability studies in TC curricula through the inclusion of a “critical accessibility case study” (CACS). In explicating the theoretical and practical foundations that support teaching a CACS in TC courses, the authors provide an overview of how TC scholars have productively engaged with disability studies and case studies to question both our curricular content and classroom practices. They offer as an example their “New York City Evacuation CACS,” developed for and taught in TC for Health Sciences courses, which demonstrates that critical disability theory can help us better teach distribution and design of technical information and user-based approaches to TC. The conceptual framework of the CACS functions as a strategy for TC instructors to integrate disability studies and attention to disability and accessibility into TC curricula, meeting both ethical calls to do so as well as practical pedagogical goals.

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Trespalacios, Jesús, and Lida J. Uribe-Flórez. "Case Studies in Instructional Design Education: Students’ Communication Preferences During Online Discussions." E-Learning and Digital Media 17, no. 1 (September 10, 2019): 21–35. http://dx.doi.org/10.1177/2042753019874149.

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The analysis of case studies is an important constructivist instructional strategy that shows potential for engaging students in asynchronous online discussions. However, little is known about the use of audio-based discussions to promote this type of analysis. Twenty-nine students from two sections enrolled in an online instructional design course participated in the study. Students from both sections had the opportunity to experience different learning activities including online case-based discussion forums using text-based (Moodle) and audio-based (VoiceThread) formats. Data from a course evaluation survey were collected and analyzed based on the diffusion of innovation theory. Results revealed that students considered the case-based discussion as the most relevant learning activity. Additionally, students preferred the text-based format over the audio-based for the discussion of case studies. Reasons for their preferences and implications for research and practice are discussed.

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Zimmerman, Emily B., Steven H. Woolf, Sarah M. Blackburn, April D. Kimmel, Andrew J. Barnes, and Rose S. Bono. "The Case for Considering Education and Health." Urban Education 53, no. 6 (December 28, 2016): 744–73. http://dx.doi.org/10.1177/0042085916682572.

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Awareness of the impact of education on health remains relatively low among the public, professionals, and policy makers. Virginia Commonwealth University’s Center on Society and Health sought to raise awareness among key decision makers about the impact of education on health outcomes through its Education and Health Initiative (EHI). EHI utilized four key strategies to raise awareness: user-oriented research, strategic communication, local and national stakeholder engagement, and policy outreach to decision makers. We review the research highlighted in four stages of EHI product releases, as well as the development, process, products, and key outcomes associated with this initiative.

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Hollerbach, Karie. "Net Works: Case Studies in Web Art and Design edited by xtine Burrough." Visual Communication Quarterly 20, no. 2 (April 2013): 119–20. http://dx.doi.org/10.1080/15551393.2013.765780.

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Hartley, John, Kelly McWilliam, Jean Burgess, and John Banks. "The Uses of Multimedia: Three Digital Literacy Case Studies." Media International Australia 128, no. 1 (August 2008): 59–72. http://dx.doi.org/10.1177/1329878x0812800108.

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We identify some tensions between formal education and informal learning in the uses of popular literacy since the nineteenth century, in order to argue for a ‘demand-led’ model of education in digital literacy. We go on to analyse three case studies — digital storytelling, the Flickr photosharing site and the MMOG (massively multiplayer online game) Fury — to discuss issues arising from demand-led learning, which requires a procedural (not propositional) model of knowledge, a vernacular and informal model of creativity, and a ‘navigator’ and entrepreneurial model of consumer agency. In light of these examples, the article raises the question of how digital literacy can and should be taught.

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Bujang, Siti Dianah Abdul, Ali Selamat, Ondrej Krejcar, Petra Maresova, and Ngoc Thanh Nguyen. "Digital Learning Demand for Future Education 4.0—Case Studies at Malaysia Education Institutions." Informatics 7, no. 2 (April 30, 2020): 13. http://dx.doi.org/10.3390/informatics7020013.

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The rapid growth of the Industrial Revolution (IR) 4.0 has prompted the Malaysian Education Institution to transform the current education system into the future education system 4.0. The impact of IR 4.0 has opened a new paradigm for the Malaysian Educational Institution to ensure that all lecturers are capable of using information and communication technologies (ICT) in teaching and learning. However, there is a challenge in identifying appropriate digital learning platforms and tools to engage students in learning at their own pace. In this paper, we aimed to investigate the demand for digital learning platforms and tools according to the needs of students in Polytechnic Malaysia. The study was conducted randomly among 320 students from various fields of study in selected polytechnics. The analysis method used in this study was a quantitative method using questionnaires as an instrument. The results of our study indicated that e-learning platforms were the highest demand students’ preferred compared to other learning platforms and tools. Hence, the implications of this study could be useful as a guideline to assist Malaysian Polytechnic lecturers in strengthening the practice of using digital learning and develop digital proficiency for enabling education 4.0 in the future.

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Moorhead, Alice E. "Designing Ethnographic Research in Technical Communication: Case Study Theory into Application." Journal of Technical Writing and Communication 17, no. 4 (October 1987): 325–33. http://dx.doi.org/10.2190/dkb7-mh03-n50a-36vj.

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Field study, using an ethnographic approach, offers a potentially powerful methodology for the technical communication researcher, a methodology that provides a useful balance to the strengths and weaknesses of experiments and surveys. Technical communication studies, however, exhibit not only the typical constraints of field research but several additional constraints inherent to research conducted on-the-job in business, industry, and government, which deserve consideration when designing research.

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Cifuentes-Álvarez, Gary, and Ruben Vanderlinde. "ICT leadership in Higher Education: A multiple case study in Colombia." Comunicar 23, no. 45 (July 1, 2015): 133–42. http://dx.doi.org/10.3916/c45-2015-14.

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In this paper we analyze ICT integration in higher education institutions focusing on the leadership practices of ICT policies, a research field that has not received much attention in higher education studies. An empirical study was carried out using a distributed leadership approach to analyze such practice in higher education institutions in Colombia, a country where a national ICT policy has steered and promoted ICT policy plans. In particular, the inquiry attempted to understand how the leadership of ICT is distributed in different higher education environments. Through a multiple case study, that included semi-structured interviews with leaders and team members, focus groups with professors, document analysis and a survey applied to faculty members ICT leadership practices and their implications were investigated. The results indicate a set of struggles that leaders have to cope with when deploying an ICT policy plan, for instance, coping with a lack of institutional regulations, and fostering educational change despite reluctance. Indeed, ICT leadership is a challenging and underexplored practice in higher education. This paper is a systematic attempt to demonstrate this statement and its implications. These findings are of particular relevance for the work of policy makers, ICT coordinators and leaders in higher education around the world. En este artículo analizamos la integración de las TIC en instituciones de educación superior. Nos centramos en las prácticas de liderazgo en políticas sobre TIC, un campo de investigación que no ha recibido mucha atención en los estudios sobre educación superior. Usando un enfoque de liderazgo distribuido se analizó dicha práctica en instituciones de educación superior en Colombia, un país donde una política de incorporación de las TIC llevó a promover la elaboración de planes estratégicos en dichas instituciones. En particular, la investigación buscó entender cómo el liderazgo de las TIC es distribuido en diferentes ambientes de educación superior. A partir de un estudio de caso múltiple que incluyó entrevistas semiestructuradas con líderes y miembros de equipos, grupos focales con profesores, análisis documental y una encuesta aplicada a profesores, fueron investigadas las prácticas de liderazgo de las TIC y sus implicaciones. Los resultados indican un conjunto de tensiones que los líderes deben enfrentar cuando incorporan un plan estratégico de TIC, por ejemplo, la ausencia de regulaciones institucionales o la necesidad de promocionar el cambio educativo a pesar de las resistencias. De hecho, el liderazgo de las TIC es una práctica retadora y aún poco explorada en educación superior. Este artículo es un intento sistemático por demostrar este enunciado y sus implicaciones. Estos hallazgos son de particular relevancia para el trabajo de los diseñadores de políticas, coordinadores de TIC y líderes en educación superior de todo el mundo.

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17

McDougall, Julian. "Media Education and the Limits of Assessment." Media International Australia 120, no. 1 (August 2006): 106–16. http://dx.doi.org/10.1177/1329878x0612000113.

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This paper is concerned with subject identity and assessment in the case of contemporary English (UK) Media Studies. It explores the relationship between the ‘spirit’ of Media Studies, notions of its relative value and its institutionalised version, ‘Subject Media’ (its authority, as administered by examiners). The case study given attention is the first examination of a new specification for AS (Advanced Subsidiary) Media Studies, held by the English awarding body, OCR, in 2000. The AS level is taken after GCSE and before the full A Level (A2), usually by students aged 16–17 in school sixth form or further education colleges. The paper suggests, through analysis of examiner discourse, that the assessment of media learning is not yet organised into a ‘vertical discourse’ (Bernstein, 1996), although examiners will it to be so. These findings set up the possibility that the distinguishing features of Media Studies in England might be over-stated.

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18

Lee, Vivian, and Eiko Gyogi. "Cultural-Specific Lexis for Intercultural Communication: Case Studies From Two Different Classrooms." Journal of Language, Identity & Education 17, no. 3 (January 31, 2018): 137–51. http://dx.doi.org/10.1080/15348458.2017.1418357.

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19

Calvi, Licia. "Personal networks as a case for online communities: two case studies." International Journal of Web Based Communities 5, no. 1 (2009): 49. http://dx.doi.org/10.1504/ijwbc.2009.021561.

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20

Wöhlke, Sabine, and Silke Schicktanz. "Special Issue: Why Ethically Reflect on Empirical Studies in Empirical Ethics? Case Studies and Commentaries." Journal of Empirical Research on Human Research Ethics 14, no. 5 (August 8, 2019): 424–27. http://dx.doi.org/10.1177/1556264619862395.

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21

Orange, J. B., and Angela Colton-Hudson. "Cognitive Intervention Case Studies: A Case Study of a Spousal Communication Education and Training Program for Alzheimer's Disease." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 8, no. 4 (December 1998): 22–29. http://dx.doi.org/10.1044/nnsld8.4.22.

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22

Tucho-Fernández, Fernando. "Media Education as a basis for civic education." Comunicar 13, no. 26 (March 1, 2006): 83–88. http://dx.doi.org/10.3916/c26-2006-13.

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Civic education emerges as a new subject in the Spanish school after the last reform of the currículo. What kind of citizens and what kind of education are we talking about when we promote civic education? This paper reflects upon these topics and asks for the role of media education in the upbringsing of a critical, active, creative citizenship. A case of study joining media education and civic education is the «Student Voices project» developed in some American schools. La educación para la ciudadanía ha surgido como una nueva materia obligatoria en las enseñanzas no universitarias españolas tras la última reforma educativa. De cara a definir esta nueva asignatura es clave plantearnos de qué tipo de ciudadanía estamos hablando y qué tipo de educación es necesaria para su consecución. En este artículo planteamos el debate sobre estas cuestiones y reclamamos el papel que la educación en comunicación debe desempeñar en la formación de una ciudadanía crítica, activa y creativa. Como propuesta conjunta de vinculación de ambas materias se presenta el caso concreto del «Student Voices Project» desarrollado en escuelas estadounidenses.

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Rami, Manish K., and Sarah Robinson. "Using the CSD Education Survey Data for Program Evaluation: Two Case Studies." Perspectives on Issues in Higher Education 18, no. 2 (October 2015): 47–54. http://dx.doi.org/10.1044/ihe18.2.47.

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The undertaking of peer institution assessment potentially benefits an institution and happens frequently; however, it does not directly provide useful information to individual programs within an institution. The authors in this article discuss the importance of peer programs evaluation and demonstrate, through two case studies, how data from both the Communication Sciences and Disorders Education (CSDE) survey and the EdFind database can be used to conduct a peer program evaluation in an academic program in speech-language pathology. The benefits of using both sources are discussed, as well as how they can assist a program to determine its efficiency and look for opportunities for improvements and growth.

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Edbauer Rice, Jenny. "The New “New”: Making a Case for Critical Affect Studies." Quarterly Journal of Speech 94, no. 2 (May 2008): 200–212. http://dx.doi.org/10.1080/00335630801975434.

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25

Romenti, Stefania, Emanuele Invernizzi, and Silvia Biraghi. "Engaging employers to develop quality in higher education: the case of communication studies in Italy." Quality in Higher Education 18, no. 2 (June 26, 2012): 205–20. http://dx.doi.org/10.1080/13538322.2012.691201.

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Salvetti, Fernando, and Barbara Bertagni. "Interactive Holograms and Tutorials in Healthcare Education: Case Studies from the e-REAL Experience." International Journal of Advanced Corporate Learning (iJAC) 9, no. 2 (August 30, 2016): 13. http://dx.doi.org/10.3991/ijac.v9i2.5988.

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With both portable and permanent fixtures available, the e-REAL lab encompasses users in an entirely interactive and immersive ecosystem; advanced medical simulation reaches its best thanks to interactive 3D holographic visualization. Using a number of tools, e-REAL enables not only face-to-face training, but also e-learning and remote communication across the globe.

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Denia, Elena. "The impact of science communication on Twitter: The case of Neil deGrasse Tyson." Comunicar 28, no. 65 (October 1, 2020): 21–30. http://dx.doi.org/10.3916/c65-2020-02.

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Public perceptions of science have been studied extensively since the mid-twentieth century. The aim of this project is to explore the interaction between science and the public in the digital world as a complement to traditional studies on the societal impact of science, particularly on the social network Twitter. It thus proposes a low-cost, easily reproducible methodology involving the design of an algorithm operating on representative sets of tweets to analyse their content by using computational techniques of data mining and natural language processing. To test this methodology, I analyse the communications of the popular science communicator Neil DeGrasse Tyson. The impact of the information is calculated in terms of 1) likes and retweets; 2) suggested formulas for measuring the popularity and controversial nature of the content; and 3) the semantic network. Relevant elements of the communications are then identified and classified according to the categories of “science”, “culture”, “political-social”, “beliefs”, “media” and “emotional”. The results reveal that content with an emotional charge in the communicator’s message triggers a substantially more profound response from the public, as do references to socio-political issues. Moreover, numerous concepts peripheral to the scientific discussion arouse more interest than the concepts central to the communication. Both these results suggest that science is more interesting when it is linked to other issues. La percepción social de la ciencia se ha estudiado ampliamente desde mediados del siglo XX. El presente proyecto pretende abordar la interacción ciencia-público en el marco de la vida digital para complementar los estudios clásicos sobre impacto social de la ciencia, en particular en la red social Twitter. Se presenta así una propuesta metodológica con el diseño de un algoritmo que opera sobre conjuntos representativos de tweets para analizar su contenido utilizando técnicas computacionales de minería de datos y procesamiento del lenguaje natural, fácilmente reproducible por otros investigadores y de bajo coste. Para probar la herramienta, se analiza el discurso del popular divulgador Neil DeGrasse Tyson. El impacto de la información se calcula en términos de: 1) likes y retuit; 2) medidas sugeridas para la popularidad y el grado de contenido polémico; y 3) la red semántica. Tras identificar y clasificar los elementos relevantes del discurso por las categorías «ciencia», «cultura», «político-social», «creencias», «medios» y «emocional», los resultados revelan que una transmisión con carga emocional en el mensaje del divulgador despierta una respuesta sustancialmente más profunda en el público, así como la alusión a cuestiones socio-políticas. Además, numerosos conceptos periféricos a la discusión científica suscitan mayor interés que los propios centrales en el discurso. Ambos resultados sugieren que la ciencia interesa en mayor medida cuando va ligada a otros aspectos.

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Parlakkılıc, Alaattin. "Intercultural teaching through translation: an Information and Communication Technologies (ICT) literacy course case in Afghanistan." Intercultural Education 27, no. 6 (November 2016): 587–99. http://dx.doi.org/10.1080/14675986.2016.1262191.

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29

Pflugfelder, Ehren Helmut. "Failure Matters: Conflicting Practices in a High-Tech Case." Journal of Technical Writing and Communication 48, no. 1 (August 5, 2016): 31–52. http://dx.doi.org/10.1177/0047281616662984.

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Technical communication researchers have studied failure through a number of different case studies, though none more often than the space shuttle Challenger explosion. While scholars have offered several explanations in the intervening three decades, this work often treats the disaster as a failure of organizational communication, a failure of the material O-ring, or a failure of two discourse communities, engineers and managers, to engage in mutually comprehensible forms of meaningful deliberation. This essay hypothesizes that the real cause of failure was neither positivist nor social constructionist in nature, but discursive-material. I offer discussion of the Challenger case in order to frame a different study of project failure and show that complex technical projects fail for a number discursive-material reasons. Employing assumptions from actor–network theory and Barad’s theory of agential realism, this essay establishes a basis for how to read the Challenger disaster as one of competing and unresolved “conceptual structures of practice.” I then take this framework and apply it to a case study of a transportation project at a large, Midwestern research university. This project, the electric personal transportation vehicle, failed because competing structures of practice generated powerful actants that mattered in different ways. Insufficient project management activities also contributed to failure; the conclusion identifies concepts technical communicators can employ in establishing more effective project management strategies that work to resolve competing actants.

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Ramos-Elizondo, Ana-Isabel, José-Alberto Herrera-Bernal, and María-Soledad Ramírez-Montoya. "Developing cognitive skills with mobile learning: A case study." Comunicar 17, no. 34 (March 1, 2010): 201–9. http://dx.doi.org/10.3916/c34-2010-03-20.

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This article presents a multiple case study carried out when mobile learning (mLearning) was first introduced to 3.000 freshmen of two university campuses in Mexico. The objective was to analyze mLearning resources in four courses to identify how they help develop cognitive skills in students. Focus group interviews, surveys, document analysis and non-intrusive observation were used. The data was analyzed quantitatively and qualitatively in order to link the results and the theoretical information within the two variables that guided this study: mLearning and cognitive abilities. The results show that by using mLearning resources it changes the learning environment by converting any setting into a collaborative and innovative environment. Results also show that the design of mLearning resources must be based on educational theories and strategies to be effective, and also the nature of the subject and resource type are related to the developed cognitive abilities. Also it was found that although students are not aware of it, mLearning resources and the use of mobile devices assists them in developing strategies that promote cognitive skills such as problem solving, decision making, critical thinking, creative thinking and melioration. El artículo presenta un estudio de casos múltiples de la implementación, a gran escala, de un proyecto de aprendizaje móvil. El proyecto se implementó con 3.000 estudiantes de primer semestre de profesional en dos campus de una institución educativa privada de México. El objetivo fue analizar los recursos de aprendizaje móvil de cuatro cursos para identificar cómo se trataba de promover el desarrollo de habilidades cognitivas en los estudiantes. Se utilizaron entrevistas a través de «focus group», encuestas, análisis de documentos y observación no intrusiva. Los datos fueron analizados en forma cuantitativa y cualitativa y se relacionaron con el sustento teórico de las dos variables conceptuales que guiaron este estudio: aprendizaje móvil –mLearning– y habilidades cognitivas. Los resultados indicaron que el uso de recursos mLearning modifica el ambiente de aprendizaje al convertir cualquier escenario en un ambiente innovador y colaborativo; que el diseño de los recursos mLearning debe sustentarse en teorías y estrategias educativas para ser efectivos y que la naturaleza de la materia y el tipo de recurso están relacionados a las habilidades cognitivas que se desarrollan. Además se encontró que aunque los estudiantes no están conscientes de ello, los recursos mLearning y el uso de dispositivos móviles los apoyan en estrategias que promueven el desarrollo de las habilidades cognitivas como solución de problemas, toma de decisiones, pensamiento crítico, pensamiento creativo y «melioration».

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Ledo-Andión, Margarita, and Enrique Castelló-Mayo. "Cultural Diversity across the Networks: The Case of National Cinema." Comunicar 20, no. 40 (March 1, 2013): 183–91. http://dx.doi.org/10.3916/c40-2013-03-09.

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The research «Cinema, Diversity and Networks» tries to isolate the principal stimuli or reticences in the consumption of products generated by small cinematographies, analyzing the particular case of the diffusion through the digital interactive networks of cinematographic contents produced in Galicia. It is a multicentral investigation with the collaboration of the universities of Argentina, Brazil and Uruguay – the countries with a significant migratory Galician presence, with special focus on the university groups of reception for their special predisposition to the media intercultural consumption. Our work addresses a statistical determination of the social-demographic and axiologic profile as well as the habits of consumption of the participant groups as an introduction to the confrontation with some representative films produced in Galicia between 2003 and 2008 in order to establish the influence of certain thematic, formal and linguistic variables in the acceptance or objection to certain messages. The study can be identified with the models of basic and applied investigation: basic, for its analysis of the cultural determinant indicators of the cinematographic consumption in communities, which although geographically dispersed preserve their identity elements such as the language; and applied, as our investigation provides a transfer of knowledge to their technological partners in addition to the opening of unexplored niches of transnational consumption through the potential that the digital networks offer nowadays.La investigación «Cine, Diversidad y Redes» pretende aislar los principales estímulos o reticencias en el consumo de productos generados por pequeñas cinematografías, analizando el caso concreto de la circulación a través de las redes digitales interactivas de contenidos cinematográficos producidos en Galicia. Se trata de una investigación multicéntrica en la que participan universidades radicadas en Argentina, Brasil y Uruguay –países con una significativa presencia migratoria gallega–, a través de grupos de recepción principalmente universitarios, por su especial predisposición al consumo mediático intercultural. Nuestro trabajo aborda una determinación estadística del perfil sociodemográfico, axiológico y de hábitos de consumo de los grupos participantes, como proemio a su encuentro con una muestra representativa, integrada por obras cinematográficas producidas en Galicia entre 2003 y 2008, a los efectos de precisar la influencia de determinadas variables temáticas, formales y lingüísticas en la aceptación o recusación de determinados mensajes. La investigación responde, en suma, a los modelos de investigación básica y aplicada: básica, por su análisis de indicadores culturales determinantes del consumo cinematográfico en comunidades que, aunque geográficamente dispersas, preservan elementos identitarios como la lengua; y aplicada, en la medida en que la investigación contempla una transferencia de conocimiento a sus socios tecnológicos, coadyuvante de la apertura de nichos inexplorados de consumo transnacional, a través del potencial que actualmente brindan las redes digitales.

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Bash, Leslie. "Engaging with cross‐cultural communication barriers in globalized higher education: the case of research‐degree students." Intercultural Education 20, no. 5 (October 2009): 475–83. http://dx.doi.org/10.1080/14675980903371340.

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Clauss-Ehlers, Caroline S., and Lynn Pasquerella. "Application of campus instructional support: two case studies." International Journal of Information and Learning Technology 34, no. 4 (August 7, 2017): 338–50. http://dx.doi.org/10.1108/ijilt-11-2016-0053.

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Purpose The purpose of this paper is to demonstrate how instructional support is a critical tool to promote the use of technology in research and teaching. A Campus-Wide Collaborative Model of Technological Instructional Support (CCMTIS) is presented that incorporates: integration of technology across campus; technical assistance; allocation of funding for technical assistance; support of faculty teaching style; and teaching that enhances learning through the use of technology. Design/methodology/approach The approach presents two case studies, one a large state research university, and the other a small liberal arts college. Findings Four overlapping themes emerge across the two case studies that demonstrate how: technology can connect classroom learning to career considerations and opportunities; develop writing and communication skills; promote career development through access to job search skills; and encourage professional development among faculty and staff. Research limitations/implications The limitations are that only two specific campus environments are examined. That these are differing environments, however, have implications for the model’s application to diverse campus settings. Practical implications A practical application is that the study demonstrates how the CCMTIS model can be applied to both classroom and campus. This has implications for other universities that may seek to replicate the model on their own campuses. Social implications The social implications indicate how learning occurs through an instructional support model that promotes collaboration. At the same time, ethical considerations related to instructional support are presented. Originality/value The manuscript reflects original work based on case studies that reflect the authors’ experiences.

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van den Berg, Owen. "Educational Change: The Case of the UWC Education Faculty." Critical Arts 5, no. 4 (January 1991): 78–97. http://dx.doi.org/10.1080/02560049285310071.

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Heath, Don, Rozan Maghrabi, and Nora K. Carr. "Implications of Information and Communication Technologies (ICT) for School-Home Communication." Journal of Information Technology Education: Research 14 (2015): 363–95. http://dx.doi.org/10.28945/2285.

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Research demonstrates the positive impact of parental involvement on students, families and schools. Studies also indicate a close connection between effective school-home communication and increased parental involvement and engagement in learning. Effective selection and use of Information Communication Technologies (ICT) invites more effective school-home communication, increasing parental involvement and improving student outcomes. However, ICT adoption rates are heterogeneous, influenced by cultural, socioeconomic and other factors. Also, gaps may exist between parent/school communication preferences. Our multi-case study investigates principals and parents from three different public elementary schools (suburban/high wealth; urban/low wealth; urban magnet/mixed income) to understand the impact of misalignment in ICT adoption and use on school-home communication. We find misperceptions by parents and principals regarding their ICT adoption beliefs and actual use. Our results also indicate alignment between parent and principal ICT preferences and expectations improves parent satisfaction with the principal and the school, while misalignment has the opposite effect.

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Goldsmith, Ben, Stuart Cunningham, and Michael Dezuanni. "Screen production for education: digital disruption in an ‘ancillary’ market." Media International Australia 162, no. 1 (November 16, 2016): 65–77. http://dx.doi.org/10.1177/1329878x16678082.

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The thoroughgoing digital disruption of the entertainment-based screen industries has now been well documented. But the factors that drive such disruption are in no way unique to mainstream media industries. The distribution and use of screen content in education in many ways parallel the experience of the broader screen industries. Just as traditional entertainment and information are being challenged by new online services, so too traditional modes of distributing and accessing screen content in education are being disrupted by online services. This article analyses these dynamics in Australia, placing them in historical perspective and using three contrasting case studies to exemplify key aspects of the digital disruption of education: ABC Splash exemplifies the public service broadcasting (PSB) ‘tutelage’ model; YouTube exemplifies digital disruption— immensely popular despite numerous education authorities’ attempts to restrict access to it; and ClickView exemplifies the ‘born digital’ company employing advanced technology, business strategy, and professional pedagogics.

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Kotilainen, Sirkku. "Promoting Youth Civic Participation with Media Production: The Case of Youth Voice Editorial Board." Comunicar 16, no. 32 (March 1, 2009): 181–92. http://dx.doi.org/10.3916/c32-2009-02-016.

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Public space, especially online, is now offered more than ever before. Still, the role of public media production in youth cultures has not been very much noticed in civic pedagogic settings. This contribution provides insights to the relations between youth, civic participation and media pu blicity in the context of youth work. It is based on three years follow up study of the «Youth Voice Editorial Board» in Finland, among youngsters aged 13-17 years. The results of the study show that youth citizenship can be strengthened with media literacy education which consists on three elements related with each other: youth civic participation including media production, media publicity and pedagogy understood as learning community.Hoy más que nunca se promueve el espacio público, especialmente on-line. A pesar de ello, el papel de la producción mediática pública en la cultura juvenil no ha sido muy relevante en el ámbito de lo educativo. Este texto facilita la comprensión de las relaciones entre la participación cívica y la difusión mediática de la juventud en el contexto de sus intervenciones e interacciones. Está basado en el seguimiento durante tres años de la «Voz de la Juventud», de Finlandia, dirigido a jóvenes de entre 13 y 17 años de edad. Los resultados del estudio muestran que el fomento de la ciudadanía en los jóvenes puede potenciarse con la educación en medios, resultado de tres elementos relacionados entre sí: la participación ciudadana de la juventud, incluyendo la producción mediática, la difusión mediática, y la pedagogía entendida como aprendizaje colaborativo.

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Gorman, Lawrence, and Maria Polski. "Digital media may cultivate awareness and responsibility in users: A case for optimism." Explorations in Media Ecology 20, no. 3 (September 1, 2021): 337–53. http://dx.doi.org/10.1386/eme_00099_1.

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If every technology has a bias, then the biases of digital communication technologies include broad superficial contact, unreflective behaviours, and tribalism on the one hand, and cosmopolitan attitudes and a wider circle of care on the other hand. Digital media can help develop awareness and responsibility – if humanity consciously works against the dangerous biases of this medium. To maximize the benefits of digital media, we propose that school curricula focus more on understanding cognitive biases, recognizing nuances and postponing judgement. This article describes a theoretical framework for this change in curricula. Challenges to the ideas of this article are addressed in Appendix 2 through ‘Disputation between the Sceptic and the Believer’.

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Kramer-Simpson, Elisabeth. "Feedback From Internship Mentors in Technical Communication Internships." Journal of Technical Writing and Communication 48, no. 3 (August 31, 2017): 359–78. http://dx.doi.org/10.1177/0047281617728362.

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Documenting and characterizing interactions between student interns and their mentors in the workplace offers perspective on student learning and enculturation that can help us introduce these ways of learning to students in the technical communication classroom, even before the internship. Three student intern conversations in the internship setting are the focus of this close discourse analysis, framed by 6-month-long case studies and Vygotsky’s learning theory. Results indicate that many similarities exist between classroom feedback and mentor feedback in the internship, but that differences in student agency may make negotiation important in the technical communication classroom.

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Ljosland, Ragnhild. "Language planning confronted by everyday communication in the international university: the Norwegian case." Journal of Multilingual and Multicultural Development 35, no. 4 (February 19, 2014): 392–405. http://dx.doi.org/10.1080/01434632.2013.874436.

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Mollaeva, Elza Alipasha. "Gender Stereotypes and the Role of Women in Higher Education (Azerbaijan Case Study)." Education and Urban Society 50, no. 8 (July 13, 2017): 747–63. http://dx.doi.org/10.1177/0013124517713613.

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Gender stereotypes are common among students of both sexes and among the teachers and students’ family environment. In addition to communication processes, they are manifested in the phenomenon of gender-based division of learning and the hidden curriculum. In developing countries, the problem of access to higher education is also unsolved, not only because of socioeconomic reasons but also because of psychological reasons—devaluation of education and professional potential of women. These factors have a negative influence on social and economic processes in general. The study of gender stereotypes is the foundation for strategies’ development to overcome gender inequality and implementing a model of gender parity (egalitarian model). This model assumes that the change must take place on both sides: the impact on people’s behavior by laws prohibiting discrimination, providing financial support and openings for women students; and changes in belief prevailing in the society by initiating discussions in media, educational institutions, and community organizations with a reasoned positioning of gender equality importance.

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Akyeampong, Kwame. "Making the Introduction of Multi-media Technologies Count in Education Reform in Africa: the Case of Ghana." Comunicar 16, no. 32 (March 1, 2009): 109–18. http://dx.doi.org/10.3916/c32-2009-02-009.

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This contribution reviews the introduction of old and new information communication technologies in Ghanaian education. It points out how the recent proliferation of multi-media technologies in the country has ultimately encouraged the introduction of ICTs in education. However, the author argues that much of the move to introduce these new technologies into schools and colleges has not reflected the need to re-conceptualise teacher education curriculum practices to base its foundations on constructivist ideas about knowledge and its production. Without this, reforms to introduce new information communication technologies in classrooms risk becoming tools that are again used to reinforce old traditions of teaching and learning based on uncritical transmission of knowledge. Finally, the author argues that changes to the teacher education curriculum in Ghana, and elsewhere in Africa, should also reflect the new professional learning identities and learning experiences that ICT and other media communication tools are meant to foster in the classroom. La presente contribución da un repaso a la introducción de las tecnologías antiguas y nuevas de la información en el sector educativo de Ghana. Señala cómo la reciente proliferación de las tecnologías mul timedia en el país ha alentado finalmente la introducción de las TIC en la educación. Sin embargo, el autor sostiene que buena parte de la motivación para introducir estas nuevas tecnologías en los centros educativos e institutos superiores no ha reflejado la necesidad de reconceptualizar las prácticas curriculares en la formación docente, con el fin de fundamentarlas en ideas constructivistas sobre los conocimientos y su producción. Sin esto, las reformas para introducir las nuevas tecnologías de información y comunicación en las aulas corren el riesgo de ser meramente herramientas que nuevamente se utilizan para reforzar las viejas tradiciones de enseñanza y aprendizaje en base a la trasmisión de los conocimientos sin ningún pensamiento crítico. Finalmente, el autor insiste en que los cambios curriculares en la formación docente en Ghana, y en otras partes de África, también deben reflejar las nuevas identidades de aprendizaje profesional y experiencias de aprendizaje que deben fomentar las TIC y otras herramientas mediáticas en el aula.

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Santibáñez-Velilla, Josefina. "Virtual and real classroom in learning audiovisual communication and education." Comunicar 18, no. 35 (October 1, 2010): 183–91. http://dx.doi.org/10.3916/c35-2010-03-12.

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The mixed model of Teaching-Learning intends to use Information and Communication Technologies (ICTs) to guarantee an education more adjusted to European Space for Higher Education (ESHE). The following research objectives were formulated: 1) To find out the assessment made by teacher-training college students of the virtual classroom WebCT as an aid to face-to-face teaching. 2) To know the advantages of the use of WebCT and ICTs by students in the case study: «Values and counter-values transmitted by television series for children and teenagers». The research has been carried out using a sample of 205 students of the University of La Rioja who attended a course in Technologies Applied to Education. The technique of qualitative and quantitative content analysis has been used to provide an objective, systematic and quantitative description of the different documents content. The results obtained show that the communication, content and assessment tools of WebCT are favourably assessed by the students. We have reached the conclusion that WebCT and ICTS constitute an aid to ESHE methodological innovation based on student-centred learning. The students showed their audiovisual competence in the analysis of values and the construction of multimedia documents using different formats. Through their works these students give a new sense to the use of television series in education. El modelo mixto de enseñanza-aprendizaje pretende utilizar las tecnologías de la información y de la comunicación (TIC) para garantizar una formación más ajustada al Espacio Europeo de Educación Superior (EEES). Se formularon los siguientes objetivos de investigación: Averiguar la valoración que hacen los alumnos de Magisterio del aula virtual WebCT como apoyo a la docencia presencial, y conocer las ventajas del uso de la WebCT y de las TIC por los alumnos en el estudio de caso: «Valores y contravalores transmitidos por series televisivas visionadas por niños y adolescentes». La investigación se realizó con una muestra de 205 alumnos de la Universidad de La Rioja que cursaban la asignatura de «Tecnologías aplicadas a la Educación». Para la descripción objetiva, sistemática y cuantitativa del contenido manifiesto de los documentos se ha utilizado la técnica de análisis de contenido cualitativa y cuantitativa. Los resultados obtenidos demuestran que las herramientas de comunicación, contenidos y evaluación son valoradas favorablemente por los alumnos. Se llega a la conclusión de que la WebCT y las TIC constituyen un apoyo a la innovación metodológica del EEES basada en el aprendizaje centrado en el alumno. Los alumnos evidencian su competencia audiovisual en los ámbitos de análisis de valores y de expresión a través de documentos audiovisuales en formatos multimedia. Dichos alumnos aportan un nuevo sentido innovador y creativo al uso docente de series televisivas.

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Sweet, Melissa, Luke Pearson, and Pat Dudgeon. "@Indigenousx: A Case Study of Community-Led Innovation in Digital Media." Media International Australia 149, no. 1 (November 2013): 104–11. http://dx.doi.org/10.1177/1329878x1314900112.

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The ever-increasing uses for social media and mobile technologies are bringing new opportunities for innovation and participation across societies, while challenging and disrupting the status quo. Characteristics of the digital age include the proliferation of user-driven innovation and the blurring of boundaries and roles, whether between the producers and users of news and other products or services, or between sectors. The @IndigenousX Twitter account, which has a different Aboriginal or Torres Strait Islander person tweeting each week, is an example of user-driven innovation and of how Indigenous voices are emerging strongly in the rapidly evolving digital landscape. Its founder, Luke Pearson, a teacher and Aboriginal education consultant, wanted to share the platform he had established on Twitter for storytelling to an engaged audience. The account can thus be seen as a form of citizen, participatory, community or alternative journalism. This article provides a preliminary analysis of @IndigenousX, and suggests that this account and the diversity of Indigenous voices in the digital environment offer opportunities for wide-ranging research endeavours. Initiatives like @IndigenousX are also a reminder that journalism has much to learn from innovation outside the conventional realm of journalistic practice.

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Tanner, Lindsay, and Jon Balzotti. "Testing the Test: Expanding the Dialogue on Technical Writing Assessment in the Academy and Workplace." Journal of Technical Writing and Communication 49, no. 1 (August 10, 2018): 105–23. http://dx.doi.org/10.1177/0047281618784267.

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The small amount of work on workplace writing assessment has focused almost entirely on student readiness for professional writing or included case studies of employer expectations for new writers. While these studies provide insight into current pedagogies for technical writing and writing instruction in general, the main conclusion to be drawn from them is the unsatisfactory number of recent graduates who display workplace readiness. In this article, we explore writing assessment research in both the academy and the workplace and attempt to identify ways in which the academy’s assessment practices lead, lag behind, or simply differ from writing assessment in the workplace. This comparison will serve to identify not only where the academy might improve pedagogy in its curriculum for technical communication in order to best prepare students for workplace writing but also where the workplace might learn from the academy to improve its own hiring and training procedures for technical writers. In this case study, we used Neff’s approach to grounded theory to categorize rater feedback according to a ranking system and then used statistical analysis to compare writer performance. We found that the direct test method yields the most predictive results when raters combine tacit knowledge with a clearly defined rubric. We hope that the methods used in this study can be replicated in future studies to yield further results when exploring workplace genres and what they might teach us about our own pedagogical practice.

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Hamiti, Mentor, and Batije Shefketi. "Challenges of Facebook integration in high education classrooms, case study Republic of Macedonia." Global Journal of Information Technology: Emerging Technologies 6, no. 3 (June 23, 2017): 166–73. http://dx.doi.org/10.18844/gjit.v6i3.1882.

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AbstractCurrently, the Internet has become a part of the everyday life of human beings. The way of communication between people has changed and social networks are dominating in the lives of everyone. One of the most used social networks is Facebook, but besides that it is used for communication and entertainment, Facebook can also be used for learning. Therefore, the main issue of this paper is the use of Facebook for educational approaches by students and teachers. Case studies are the challenges of integration of Facebook in High Education in the municipality of Kumanovo in the Republic of Macedonia in 2016. Special emphasis is devoted in usage of Facebook in schools as the main questions were whether students use Facebook to ask for help for assignments or any material, and do teachers use Facebook to post assignments and to communicate with students. To understand this, there are conducted two questionnaires, one to students and one to teachers and interviews with school principals, and finally responses of people who participated have been analysed. The result is that by joining Facebook in education, students are more motivated to learn, Facebook helps students to learn by sharing knowledge with each other and by using Facebook at school, teachers will find it easier to inform students. Keywords: social network, facebook, communication, high education, classroom.

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Wilson, Carolyn, and Barry Duncan. "Implementing Mandates in Media Education: The Ontario Experience." Comunicar 16, no. 32 (March 1, 2009): 97–107. http://dx.doi.org/10.3916/c32-2009-02-008.

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This analysis presents a report on media literacy education in Ontario. It provides an overview of the curriculum for media literacy that is mandated by the provincial government. Specifically, it describes various approaches for teaching about the media as well as the theory that underpins curriculum documents and classroom practices. The analysis also describes the work of key organizations and partnerships that helped prioritize media literacy education, and offers suggestions for the successful development and implementation of media literacy programs. The conclusion discusses the challenges and future directions for media literacy beyond the Ontario case, focusing on nine key tenets for success in its implementation worldwide. Este artículo expone un informe sobre la educación en alfabetización mediática en Ontario. Brinda una visión general del plan de estudios para la alfabetización mediática propuesta por el gobierno regional. Específicamente, describe varias aproximaciones para la enseñanza acerca de los medios, así como la teoría que apuntala los documentos del plan de estudios y las prácticas en el aula. También describe el trabajo de organizaciones y asociaciones clave que ayudaron a priorizar la educación en alfabetización mediática, y ofrece sugerencias para el desarrollo exitoso y la implementación de programas de alfabetización mediática. La conclusión discute los retos y el curso futuro de la alfabetización mediática más allá del caso Ontario, centrándose en nueve tesis clave para el éxito en su implementación en todo el mundo.

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Meloncon, Lisa, and Kirk St.Amant. "Empirical Research in Technical and Professional Communication: A 5-Year Examination of Research Methods and a Call for Research Sustainability." Journal of Technical Writing and Communication 49, no. 2 (March 22, 2018): 128–55. http://dx.doi.org/10.1177/0047281618764611.

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This article presents an examination of research methods used in empirical research over a 5-year period in technical and professional communication. This examination reveals that the most common methods used are surveys, interviews, usability tests, observations, and focus groups. In addition, the field does incorporate research categories of case studies, experiments, and ethnographers. This examination, however, reveals serious shortcomings that need to be addressed for the field to have a sustainable research profile.

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McGovern, Heather. "Training Teachers and Serving Students: Applying Usability Testing in Writing Programs." Journal of Technical Writing and Communication 37, no. 3 (July 2007): 323–46. http://dx.doi.org/10.2190/tw.37.3.f.

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Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials before teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing demonstrate how usability testing can make novice teachers more confident about and help them predict student experiences with their assignments. By helping to train teachers, usability testing can also help better serve students.

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Hartley, James, and Andrew Rutherford. "The Effects of Using Colored Paper to Boost Response-Rates to Surveys and Questionnaires." Journal of Technical Writing and Communication 33, no. 1 (January 2003): 29–40. http://dx.doi.org/10.2190/muja-uer5-c7l8-5qyn.

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Many people have speculated over the last 80 years or so about the possibilities of using colored paper to boost response-rates to surveys and questionnaires, and several studies have been carried out. Most of these enquiries report no significant effects from using colored paper, although there have been some exceptions. In this investigation we pooled together the results from all of the experimental studies known to us on the topic and we carried out a meta-analysis to see if there might be a positive effect for colored paper overall. The results indicated that this was not the case, for we found no significant differences between the response rates to white and to colored paper in general. However, when we considered separately the most common colors used, it appeared that pink paper had the greatest effect.

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