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Technology-enhanced Learning in Media Studies

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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (9 June 2019) | Viewed by 142247

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Special Issue Editor

Dr. Elissavet Gina Georgiadou

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Guest Editor

School of Journalism and Mass Communications, Aristotle University of Thessaloniki, Thessaloniki, Greece
Interests: web-based learning; mobile learning; print media; documentary production; digital media

Special Issue Information

Dear Colleagues,

While most studies around the word report that computer technology can enhance learning, a 2015 global study from the OECD concludes that investing heavily in school computers and classroom technology does not improve pupils' performance. Moreover, Walker, Jenkins and Voce in their article “The rhetoric and reality of technology-enhanced learning developments in UK higher education: reflections on recent UCISA research findings (2012–2016)” published in December 2017 in the Journal of Interactive Learning Environments, review the investment that UK higher education institutions have made in technology-enhanced learning (TEL) services in recent years, and considers the impact this has had on academic practice. Their analysis shows that whilst the range of centrally supported TEL tools and services in support of teaching and learning has increased across the sector, evidence of transformational change in pedagogic practice through their use has been harder to discern. These findings raise questions regarding the unconditional effectiveness of TEL. Does TEL become ineffective when it is layered on top of ineffective education systems? Is pedagogy and learning the key objective, rather than technology, and should drive decision making?

However, beyond these questions lies the fact that students/learners of all ages and capabilities can benefit from technology-based personalized learning environments combined — or not — with face-to-face and online learning. Learners of the 21st century using their technology tools, ranging from personal pcs to mobile devices, access learning content via web-based courseware, massive open online courses, social networking, media-sharing websites, etc.

Media studies—print and digital—is a field that needs to be addressed regarding technology enhanced learning, since it is a field closely related to technology and advanced by technology. This Special Issue will consider whether technology can enhance learning in media studies and could feature research papers, reviews of research studies, technical reports, commentaries, conceptual or opinion pieces. The goal of the Special Issue is to conceptualize and raise attention to the benefits or even drawbacks of technology enhanced learning in media studies.

Dr. Elissavet Gina Georgiadou
Guest Editor

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Keywords

print media courseware
digital media courseware
film studies courseware
MOOCs in media studies
research methodology on educational courseware
media learning resources in social media platforms
media design courseware
augmented reality in technology enhanced learning

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Published Papers (10 papers)

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Research

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11 pages, 207 KiB

Open AccessArticle

Art, Technology, Education: Synergy of Modes, Means, Tools of Communication

by Agnes Papadopoulou

Educ. Sci. 2019, 9(3), 237; https://doi.org/10.3390/educsci9030237 - 12 Sep 2019

Cited by 4 | Viewed by 5070

Abstract

The purpose of this article is to highlight the fact that the fertile learning circle of creative production/cultivation and technology in the organization and implementation of school projects by secondary schools for students aged 12–18, is aimed at the management of digital content, not just by using ready-made applications, but also by emphasizing the “we” in the use of technology. This entails focusing on a pedagogical notion of the efficacy of art, and also expanding the concept of the artwork by investigating it as a participatory practice, studying the relations between multiple nodes, the dynamic potentials and practices of composition in the media. Artwork as a rhizome, complex, pluralistic emerges as an open-ended assemblage and reorients the way of teaching. The dynamic field ‘Art and Technology’ as a field of synthesis, convergence, a modality of happening, and as a means of acquiring the skills and extensive knowledge necessary to bring about change, is based on technological, experimental, interactive and procedural technologies that involve the actions and/or influences and input of multiple persons as well as the machines. A new reality is built, encoded, recorded, and students are actively involved. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

22 pages, 21280 KiB

Open AccessArticle

Machine-Assisted Learning in Highly-Interdisciplinary Media Fields: A Multimedia Guide on Modern Art

by Elena Chatzara, Rigas Kotsakis, Nikolaos Tsipas, Lazaros Vrysis and Charalampos Dimoulas

Educ. Sci. 2019, 9(3), 198; https://doi.org/10.3390/educsci9030198 - 25 Jul 2019

Cited by 16 | Viewed by 4943

Abstract

Art and technology have always been very tightly intertwined, presenting strong influences on each other. On the other hand, technological evolution led to today’s digital media landscape, elaborating mediated communication tools, thus providing new creative means of expression (i.e., new-media art). Rich-media interaction can expedite the whole process into an augmented schooling experience though art cannot be easily enclosed in classical teaching procedures. The current work focuses on the deployment of a modern-art web-guide, aiming at enhancing traditional approaches with machine-assisted blended-learning. In this perspective, “machine” has a two-folded goal: to offer highly-interdisciplinary multimedia services for both in-class demonstration and self-training support, and to crowdsource users’ feedback, as to train artificial intelligence systems on painting movements semantics. The paper presents the implementation of the “Istoriart” website through the main phases of Analysis, Design, Development, and Evaluation, while also answering typical questions regarding its impact on the targeted audience. Hence, elaborating on this constructive case study, initial hypotheses on the multidisciplinary usefulness, and contribution of the new digital services are put into test and verified. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

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15 pages, 1337 KiB

Open AccessArticle

Film Students’ Attitude toward Open Educational Resources (OERs) for Film Studies in Greece

by Elissavet Georgiadou and Ioannis Kolaxizis

Educ. Sci. 2019, 9(3), 195; https://doi.org/10.3390/educsci9030195 - 24 Jul 2019

Cited by 6 | Viewed by 5708

Abstract

Open Educational Resources (OERs) have become a very useful medium in the fields of education, research, and training in recent decades, supported by governments and highly respected universities and institutions worldwide. Today’s university students—in western societies mainly—have been born and raised in a digital world; consuming, providing, and sharing information over the internet 24/7. In that respect, it is interesting to examine whether OERs are a type/kind of information that they would like to “consume, provide, and share” throughout their studies in a formal university course. The paper focus on the attitude toward OERs of students enrolled in a film studies course, offered by the Aristotle University of Thessaloniki, Greece. The aim of the study is to provide film educators with evidence regarding their students’ attitudes toward OERs that can be useful in designing teaching strategies to enhance the learning process. Findings suggest that film students want to use OERs in their studies but many of them are not aware that these resources exist and that they are offered from highly recognized institutions and universities worldwide. Therefore, university teachers should assist students to develop familiarity with OERs of high quality and educational value as a useful aid to their studies. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

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15 pages, 958 KiB

Open AccessArticle

Growing Media Skills and Know-How In Situ: Technology-Enhanced Practices and Collaborative Support in Mobile News-Reporting

by Efstathios Sidiropoulos, Nikolaos Vryzas, Lazaros Vrysis, Evangelia Avraam and Charalampos Dimoulas

Educ. Sci. 2019, 9(3), 173; https://doi.org/10.3390/educsci9030173 - 4 Jul 2019

Cited by 19 | Viewed by 4874

Abstract

Over the past decade, mobile news production has had a growing prevalence and has been established as a new type by modern journalism industry. Journalists understand content capturing and sharing as parts of their role in newsrooms. Mobile journalism (mojo) is an evolving form of reporting in which where people use only a smartphone to create and file stories, and it has been gaining ground during the last decade. This paper aims to examine the difficulties, issues, and challenges in real-world mojo scenarios, analyzing the efficacy of prototype machine-assisted reporting services (MoJo-MATE). A usability evaluation is conducted in quantitative and qualitative terms, paying attention to the media literacy support provided through implemented tools and the proposed collaborations. Students of the School of Journalism and Mass Communications, along with postgraduate-level researchers and professional journalists, form the sample for this investigation, which has a two-folded target: To guide the rapid prototyping process for system development and to validate specific hypotheses by answering the corresponding research questions. The results indicate the impact of mobile/on-demand support and training on journalistic practices and the attitudes of future journalists towards specialized technology in the era of constantly evolving digital journalism. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

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15 pages, 2888 KiB

Open AccessArticle

MAthE the Game: A Serious Game for Education and Training in News Verification

by Anastasia Katsaounidou, Lazaros Vrysis, Rigas Kotsakis, Charalampos Dimoulas and Andreas Veglis

Educ. Sci. 2019, 9(2), 155; https://doi.org/10.3390/educsci9020155 - 24 Jun 2019

Cited by 49 | Viewed by 10959

Abstract

During the last years, there has been a growing multidisciplinary interest in alternative educational approaches, such as serious games, aiming at enhancing thinking skills and media literacy. Likewise, the objective of this study is to present the design and the development of an educational web application for learning the necessary steps towards the detection of bogus content, according to the fact-checking procedures. The game presents news articles, which have to be characterized as fake or real by the players. During the effort to reach the correct decision, the players can use tools and practices for identifying relevant information regarding the clues, which frame a news story (title, date, creator, source, containing images). After presenting the progress of interface design and development, this paper reports the results of a randomized online field study (n = 111), which provides some preliminary evidence. Specifically, it is validated that the game can raise awareness, teach about authentication tools, and highlight the importance of patterns that include evidence regarding the authenticity of articles. Additionally, thorough discussion was conducted within a media class (n = 35) to receive useful feedback/evaluation about the offered utilities and their usability. The findings suggest that educational games may be a promising vehicle to inoculate the public against misinformation. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

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18 pages, 395 KiB

Open AccessArticle

Augmented Reality Applications in Education: Teachers Point of View

by Stavroula Tzima, Georgios Styliaras and Athanasios Bassounas

Educ. Sci. 2019, 9(2), 99; https://doi.org/10.3390/educsci9020099 - 9 May 2019

Cited by 118 | Viewed by 18641

Abstract

A common conclusion of several studies is that augmented reality (AR) applications can enhance the learning process, learning motivation and effectiveness. Despite the positive results, more research is necessary. The current work aims to study the degree of diffusion of AR technology and teachers’ opinion about the need for continuous training, the process of creating 3D models, and the feasibility of AR applications development by teachers and students in school settings. Teachers are the common element in every different educational system and play a key role in the integration and acceptance of technology in education. Qualitative research was conducted in February 2019 in rural and suburban areas of North-Western Greece on secondary education teachers of different specialties and the results showed that AR applications development is feasible under certain conditions, including the limitation of the curriculum as the main negative factor and the teacher’s personality and the desire for co-operation among teachers of different specialties as positive factors. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

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16 pages, 1377 KiB

Open AccessArticle

Technology-Enhanced Learning in Audiovisual Education: The Case of Radio Journalism Course Design

by Maria Matsiola, Panagiotis Spiliopoulos, Rigas Kotsakis, Constantinos Nicolaou and Anna Podara

Educ. Sci. 2019, 9(1), 62; https://doi.org/10.3390/educsci9010062 - 20 Mar 2019

Cited by 32 | Viewed by 5638

Abstract

Journalism is in a state of perpetual change due to the implementation of technological tools on an everyday basis. In the contemporary news distribution environment, the boundaries between media are no longer distinct, therefore media/journalism educational institutions should adapt curricula according to the needs of each type of medium. The aim of this paper is to present the incorporated technologies in the radio journalism undergraduate course of the School of Journalism and Mass Communications at the Aristotle University of Thessaloniki and evaluate their necessity according to the students themselves. After the completion of the course, which involves the use of specialized technological tools in audio recording and editing, a survey employing quantitative method based on the technology acceptance model was conducted. The results indicate that the students, despite the difficulties that were encountered due to the initial lack of knowledge on the technology applied, evaluated very highly both their satisfaction with the produced outcome and the usefulness of the procedure. In fact, the major result is that perceived usefulness is a key factor that determines the utilization of specialized technology. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

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Review

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13 pages, 1034 KiB

Open AccessReview

The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool

by Catherine Kanellopoulou, Katia Lida Kermanidis and Andreas Giannakoulopoulos

Educ. Sci. 2019, 9(3), 210; https://doi.org/10.3390/educsci9030210 - 8 Aug 2019

Cited by 37 | Viewed by 37734

Abstract

The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

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13 pages, 266 KiB

Open AccessReview

Technology-Enhanced Learning and Teaching Methodologies through Audiovisual Media

by Constantinos Nicolaou, Maria Matsiola and George Kalliris

Educ. Sci. 2019, 9(3), 196; https://doi.org/10.3390/educsci9030196 - 24 Jul 2019

Cited by 58 | Viewed by 19683

Abstract

Contemporary rapid advancements in science and technology have brought about and continue to convey change in all sectors of everyday life. Education as one of the institutions of utmost importance is directly and indirectly affected by these changes and needs to redefine its role to keep pace. Nowadays, information and communications technologies (ICTs), in which audiovisual media technologies are encompassed, are omnipresent in all educational levels and disciplines, including media studies. New approaches in traditional teaching methodologies, which demand many skills and abilities by the educators, are reformulated through utilization of audiovisual media technologies, aiming at administering enriched outcomes that support the objectives that are set, especially in the field of media studies, where audiovisual media technologies are an integral part and even inherent in many of the courses (journalism, radio, television, social media, public relations, communication). The purpose of this paper is to summarize, through a theory and bibliographic review, the various implementations of audiovisual media as the educational techniques and tools that will provide technology-enhanced learning. As this paper is an investigation of the effects of audiovisual media in technology-enhanced learning and teaching methodologies, the contribution to the discipline of media studies is straightforward. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

13 pages, 223 KiB

Open AccessReview

Social Media Use in Higher Education: A Review

by Georgios Zachos, Efrosyni-Alkisti Paraskevopoulou-Kollia and Ioannis Anagnostopoulos

Educ. Sci. 2018, 8(4), 194; https://doi.org/10.3390/educsci8040194 - 5 Nov 2018

Cited by 110 | Viewed by 27551

Abstract

Nowadays, social networks incessantly influence the lives of young people. Apart from entertainment and informational purposes, social networks have penetrated many fields of educational practices and processes. This review tries to highlight the use of social networks in higher education, as well as points out some factors involved. Moreover, through a literature review of related articles, we aim at providing insights into social network influences with regard to (a) the learning processes (support, educational processes, communication and collaboration enhancement, academic performance) from the side of students and educators; (b) the users’ personality profile and learning style; (c) the social networks as online learning platforms (LMS—learning management system); and (d) their use in higher education. The conclusions reveal positive impacts in all of the above dimensions, thus indicating that the wider future use of online social networks (OSNs) in higher education is quite promising. However, teachers and higher education institutions have not yet been highly activated towards faster online social networks’ (OSN) exploitation in their activities. Full article

(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)

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