In 2020 and 2021, modern society faced a historically unprecedented situation in the field of education. Education systems worldwide underwent a massive transformation from conventional forms of face-to-face learning to distance learning alternatives. This forced transformation of teaching, triggered by the global COVID-19 pandemic, has been a major test of resilience and adaptability for universities and other academic institutions. This emergency situation, and the way it was handled, was the subject of empirical study by the University of Finance and Administration in the form of a questionnaire-based survey focused concurrently on students and academics during the 2020/2021 academic year, during what has been referred to as the second wave of the coronavirus pandemic. We observed the attitudes of students and academics, then broke these down to greater levels of detail through mutual confrontation in the areas of evaluating the quality of online education, the decreasing or increasing levels of interest in courses, the level of communication skills of educators, or their availability during online office hours. We also explored the key question of the role and significance of the absence of physical interactions that characterizes distance learning. The empirical data point to ambivalence in the perceptions of online learning in both populations studied. While, on the one hand, there are clear collective expressions of confidence in the communication skills of educators, partly in the overall quality of the online instruction they provide and partly in their willingness to continue to enhance it in subsequent semesters, on the other hand, the expectations of students were not fully met in certain subjects, which was marked by a palpable decline in interest. One criterion that was critical for the emotional acceptance of online learning is the absence of physical interaction and presence in the school environment. It would therefore appear that the ideal model for future education is a combination of full-time and distance learning that would combine their respective benefits, while eliminating their perceived shortcomings.
{"title":"Covid-19 as a Black Swan. University Education Adaptation to Online Learning in the Second Wave of the Coronavirus Pandemic from the Perspective of Students and Academics","authors":"Ondřej Roubal","doi":"10.34135/mlar-23-01-06","DOIUrl":"https://doi.org/10.34135/mlar-23-01-06","url":null,"abstract":"In 2020 and 2021, modern society faced a historically unprecedented situation in the field of education. Education systems worldwide underwent a massive transformation from conventional forms of face-to-face learning to distance learning alternatives. This forced transformation of teaching, triggered by the global COVID-19 pandemic, has been a major test of resilience and adaptability for universities and other academic institutions. This emergency situation, and the way it was handled, was the subject of empirical study by the University of Finance and Administration in the form of a questionnaire-based survey focused concurrently on students and academics during the 2020/2021 academic year, during what has been referred to as the second wave of the coronavirus pandemic. We observed the attitudes of students and academics, then broke these down to greater levels of detail through mutual confrontation in the areas of evaluating the quality of online education, the decreasing or increasing levels of interest in courses, the level of communication skills of educators, or their availability during online office hours. We also explored the key question of the role and significance of the absence of physical interactions that characterizes distance learning. The empirical data point to ambivalence in the perceptions of online learning in both populations studied. While, on the one hand, there are clear collective expressions of confidence in the communication skills of educators, partly in the overall quality of the online instruction they provide and partly in their willingness to continue to enhance it in subsequent semesters, on the other hand, the expectations of students were not fully met in certain subjects, which was marked by a palpable decline in interest. One criterion that was critical for the emotional acceptance of online learning is the absence of physical interaction and presence in the school environment. It would therefore appear that the ideal model for future education is a combination of full-time and distance learning that would combine their respective benefits, while eliminating their perceived shortcomings.","PeriodicalId":40792,"journal":{"name":"Media Literacy and Academic Research","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43787778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Infiltration of mass media has increased the exigency of tools necessary for countering the hazardous effects of mass media. Media literacy is considered a tool essential in the 21st century for a democratic society that aims to empower the audience and provides autonomy over mass media messages. Media education plays a significant role in educating media students about theoretical and practical knowledge about media industries. The researcher has employed the “Cognitive Model of Media Literacy” proposed by Potter (2004) and seven skills of media literacy suggested by Potter (2019), particularly as related to news content. News media is supposed to be highly objective, but highlighting some news while neglecting others raises questions about the objectivity of news media. The study intends to explore the standard of media education in Pakistan in imparting news media literacy among media students enrolled in BS and Master’s degree programs. To analyze the level of theoretical and practical knowledge of media students regarding news media and their level of news literacy skills, the researcher has collected data using a cross-sectional survey of 300 students (N=300) enrolled in two public and two private universities in Pakistan, including 200 media students and 100 non-media students. Moreover, through content analysis of the curriculum of media studies mentioned in the prospectus of BS and Master’s degree programs, the standard of media education in Pakistan is also assessed. The study’s findings suggest that media students are more news media literate than non-media students, highlighting the significance of media education. Similarly, consciously and excessively consuming news media also positively affects the level of news media literacy in media students. Moreover, this study suggests that while performing information processing tasks, media students are equipped with skills to perform the task of news filtering comparatively better than meaning construction tasks. However, content analysis of the curriculum reveals that the majority of the courses related to news content focus on theoretical and practical knowledge while neglecting the significance of incorporating analytical courses crucial to harness critical thinking skills. The findings elucidate that universities offering analytical courses in their BS and Master levels scored higher in their news media literacy than those not offering analytical courses. Therefore, the study suggests the incorporation of analytical courses at BS and Master level media education curricula to develop essential skills for performing meaning construction tasks effectively.
大众传播媒介的渗透增加了对付大众传播媒介有害影响的必要工具的迫切性。媒体素养被认为是21世纪民主社会必不可少的工具，它旨在赋予受众权力，并提供对大众媒体信息的自主权。传媒教育在培养传媒学生有关传媒产业的理论和实践知识方面发挥着重要作用。研究者采用了Potter(2004)提出的“媒介素养认知模型”(Cognitive Model of Media Literacy)和Potter(2019)提出的七种媒介素养技能，特别是与新闻内容相关的技能。新闻媒体应该是高度客观的，但突出一些新闻而忽视另一些新闻，这就引发了对新闻媒体客观性的质疑。本研究旨在探讨巴基斯坦媒体教育的标准，以培养攻读学士及硕士学位的媒体学生的新闻媒体素养。为了分析媒体专业学生对新闻媒体的理论和实践知识水平及其新闻素养技能水平，研究者对巴基斯坦两所公立大学和两所私立大学的300名学生(N=300)进行了横断面调查，收集了数据，其中包括200名媒体专业学生和100名非媒体专业学生。此外，通过对学士和硕士学位课程大纲中提到的媒体研究课程内容的分析，也评估了巴基斯坦媒体教育的水平。研究结果表明，传媒专业的学生比非传媒专业的学生更具新闻媒体素养，这凸显了传媒教育的重要性。同样，有意识地、过度地消费新闻媒体也会对传媒学生的新闻媒体素养水平产生积极的影响。此外，本研究表明，传媒专业学生在执行信息处理任务时，新闻过滤任务的执行能力相对优于意义构建任务。然而，通过对课程内容的分析，我们发现新闻内容相关的课程大多侧重于理论和实践知识，而忽视了融入对培养批判性思维能力至关重要的分析课程的重要性。研究结果表明，在学士和硕士阶段提供分析课程的大学在新闻媒体素养方面的得分高于不提供分析课程的大学。因此，本研究建议在本科和硕士媒体教育课程中加入分析课程，以培养有效执行意义建构任务的基本技能。
{"title":"Beyond Media Education: Assessing News Media Literacy in Media Students of Public and Private Universities in Pakistan","authors":"Mariam Ikram, Bushra Hameedur Rahman","doi":"10.34135/mlar-23-01-05","DOIUrl":"https://doi.org/10.34135/mlar-23-01-05","url":null,"abstract":"Infiltration of mass media has increased the exigency of tools necessary for countering the hazardous effects of mass media. Media literacy is considered a tool essential in the 21st century for a democratic society that aims to empower the audience and provides autonomy over mass media messages. Media education plays a significant role in educating media students about theoretical and practical knowledge about media industries. The researcher has employed the “Cognitive Model of Media Literacy” proposed by Potter (2004) and seven skills of media literacy suggested by Potter (2019), particularly as related to news content. News media is supposed to be highly objective, but highlighting some news while neglecting others raises questions about the objectivity of news media. The study intends to explore the standard of media education in Pakistan in imparting news media literacy among media students enrolled in BS and Master’s degree programs. To analyze the level of theoretical and practical knowledge of media students regarding news media and their level of news literacy skills, the researcher has collected data using a cross-sectional survey of 300 students (N=300) enrolled in two public and two private universities in Pakistan, including 200 media students and 100 non-media students. Moreover, through content analysis of the curriculum of media studies mentioned in the prospectus of BS and Master’s degree programs, the standard of media education in Pakistan is also assessed. The study’s findings suggest that media students are more news media literate than non-media students, highlighting the significance of media education. Similarly, consciously and excessively consuming news media also positively affects the level of news media literacy in media students. Moreover, this study suggests that while performing information processing tasks, media students are equipped with skills to perform the task of news filtering comparatively better than meaning construction tasks. However, content analysis of the curriculum reveals that the majority of the courses related to news content focus on theoretical and practical knowledge while neglecting the significance of incorporating analytical courses crucial to harness critical thinking skills. The findings elucidate that universities offering analytical courses in their BS and Master levels scored higher in their news media literacy than those not offering analytical courses. Therefore, the study suggests the incorporation of analytical courses at BS and Master level media education curricula to develop essential skills for performing meaning construction tasks effectively.","PeriodicalId":40792,"journal":{"name":"Media Literacy and Academic Research","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44029111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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