Studies in Communication Education/ Journalism Training
A Strategic Communication Model for Sustainable Initiatives in Higher Education Institutions
Lucille Mazo & Iain Macpherson
Communicating sustainable initiatives in higher education institutions presents a challenge, given that few to no universities possess or maintain a strategic communication plan that addresses the need to share this information effectively to stakeholders (students, faculty, staff, administrators, and community advocates). Drawing on secondary and primary research across universities in three countries, each representing distinct regional and national orientations – Canada, Ecuador, and Ukraine – the authors explain a sustainability/environmental communication model designed to be flexible enough for universal application, while providing strategic guidelines tailored to higher education institutions in each of its four described steps. The strategic communication model is informed by the critical synthesis of secondary research into two main areas of literature: (1) strategic communication theory and best practice; and (2) the organizational dissemination of sustainability initiatives, particularly within post-secondary institutions. Such secondary literature informs, and is in turn contributed to by, the authors’ primary research that was conducted, which consists of three parts: (1) discourse analysis of relevant institutional documents and promotional materials; (2) interviews about current practices in sustainability-related communication, conducted with higher education sustainability administrators; and, (3) focus groups with students, examining participant awareness and assessment of their institution’s sustainability communications. Based on such study, the authors advance a strategic communication model for sustainable initiatives, which comprises a four-step process based on a series of eight questions, with the first step providing comprehensive explication of a seven-component strategic planning framework that scales downward from the most abstract considerations to concrete tactics. In summary, the primary – and secondary
– research data suggests that most universities, even if they implement sustainability initiatives or officially incorporate environmentalism into their institutional identity statements (mission, vision, etc.), fail to communicate these actions informatively and persuasively, thereby establishing widespread need for this paper’s offered strategic guidance.
Keywords: strategic communication model, sustainability, higher education
Assessment of Computer-Mediated Teacher Self Disclosure on Students’ Motivation, Affective Learning and Classroom Climate
Joseph, Sonia E.
Assessment of Computer-Mediated Teacher Self Disclosure on Students’ Motivation, Affective Learning and Classroom Climate was designed to ascertain if the students follow their teachers on social networking sites, the contents of their teachers’ social network communication, whether these contents influence the student/ teacher relationship in classroom and to find out if the contents encourage affective learning among the students. The study was based on violation expectation and Communication privacy management theory of mass communication. The study which was premised in COOU students adopted the survey research method to achieve its research objectives. Finding revealed that the contents of the lecturers facebook wall are mostly uncalled for and that such contents does not in any positive way encourage academic growth and development of the students among others. The researcher therefore, recommended that the lecturers should always consider the level of their personal self disclosure online and be morally guided self-censoring themselves in order to avoid the disrespect that such disclosure could attract.
(firstname.lastname@example.org or 07036280407)
Exploring the Practice of Teacher-Student Classroom Interaction in EFL to Develop the Learners’ Speaking Skills in Tullu Sangota Primary School Grade Eight Students in Focus
Habtamu Walga Adaba*
Ambo University, College of Social Sciences and Humanities, Ethiopia
In the process of Second Language Acquisition (SLA), classroom interaction takes an important place. Teachers need to apply appropriate classroom interaction to facilitate language learning in reality since interaction is in the heart of communication in an era of communicative language teaching. Therefore, the purpose of this study was conducted to assess teachers’ application of classroom interaction on developing the students speaking skills in Tullu Sangota Primary school grade 8. Specifically, the study was intended to assess whether the teacher uses a variety of classroom interactions. In order to achieve the objectives of the study, a descriptive survey method was used and the data were gathered through questionnaires, classroom observation, and interview. Both open-ended and close-ended questionnaires were distributed to the sample students and semi-structured interview questions were employed with sample English teachers. Observation was also held based on checklist and chosen criteria in accordance with the objective of the study. To assess teachers’ application of classroom interaction on developing students speaking skills, 100 sample students from grade 8 and 4 English teachers were taken for the study from Tullu Sangota Primary Schools. The collected data was analyzed using percentage and frequency. Based on the information gathered through the above instruments and its results and discussion, the findings of the study revealed that teachers rarely played their role to develop the students speaking skills in the classroom due to lack of awareness, having negative attitude toward classroom interaction, lack of simple materials to practice classroom interaction, low participation of the students in the class, and lack of access of teaching aids inhibits the teachers to apply classroom interaction. Based on the implications of the findings, recommendation was made to language teachers, students, Tullu Sangota Primary, Ministry of Education and concerned bodies. Finally, on the bases of the findings, it was recommended that in order to improve the students speaking skill: The students have to practice in classroom interaction to develop their speaking skill in the target language by actively participating in the classroom speaking. In addition, teachers also ought to play a prominent role to improve the students speaking skill by using an appropriate classroom interaction which give equal chance for the students to participate actively in the classroom interaction.
Interaction; Classroom interaction; Speaking; Language input; Language output; CLT
(Source: Arts & Social Sciences Journal, 8: 295)
Technology Mediated Media Education: A Case Study of E-Learning Initiatives in India
Department of Mass Communication and Journalism, Tezpur Univeristy, Assam, India
With several new innovations in Information and Communication Technology and the increasing interaction of the users with the all-pervasive digital world, the need for a change from conventional textbook learning to multimedia e-learning has increased tremendously. Powerful simulation and web-based experimental opportunities need to be explored to enable learners to acquire new knowledge and skills. This paper aims to explore the advantages of e-learning pedagogy over conventional teaching methods. At the same time, the paper also aims to describe the state-of-the-art technology used for media education through e-learning in India.
E-learning; Virtual classroom; Blended learning; Multimedia in education; E-simulation; Media education
Abit Hoxha, LMU Munich, Germany; Kenneth Andresen, professor of media studies at the University of Agder, Norway.
With Kosovo as its case, this article explores the context and challenges of journalism education in transition societies. Journalists in Kosovo have lived through constant changes from authoritarian to democracy. In this struggle, journalism education has never been stable and steady. The past conflict events of the destruction of Yugoslavia haunts present day journalism in challenging human rights, ethics and even business model of Kosovar media. The traumatic past, conflict and ethic animosity is still present in the public discourse among Kosovar journalists due to political resistance of the leadership of the entire region to take steps towards recognizing conflicting past and the atrocities that happened. Over the last decade, new journalism schools have been founded both in public and private sector which reflects significant increase in quality reporting. By utilizing previous research, including data from the Worlds of Journalism Study (WJS) in Kosovo, the article discusses the aspect of transitional journalism in Kosovo, which focuses on transitional justice and looks at the problems from a human rights approach, including the education of journalists in the field of human rights but instead of learning from top down
(See full paper at: Journalism Education; Volume 6 number 2