A Literature Review of Computers and Pedagogy for Journalism and Mass Communication Education

By Hoag, Anne M.; Bhattacharya, Sandhya S. et al. | Journalism & Mass Communication Educator, Winter 2003 | Go to article overview

A Literature Review of Computers and Pedagogy for Journalism and Mass Communication Education


Hoag, Anne M., Bhattacharya, Sandhya S., Helsel, Jeffrey, Hu, Yifeng, et al., Journalism & Mass Communication Educator


A growing body of scholarship on computers and pedagogy encompasses a broad range of topics. This review is focused upon research judged to have implications within journalism and mass communication education. Broadly defined, the literature considers computer use in course design and teaching, student attributes in a digital learning context, the role of digital information in student learning outcomes, and the role of faculty attitudes.

Course Design and Teaching

The adoption of instructional computer pedagogy is associated with substantial changes to the configuration and format of a broad range of pedagogical practices, including increased student responsibility and active learning engagement. Course planning now may take into consideration increased faculty and student access to an extended range of information resources, student participation through out-of-class online interaction, and the asynchronous and immediate distribution of class-inclusive materials and information,1 as well as negative attributes such as increased access to materials that may be plagiarized and data that may be inaccurate.

A comparative literature in which digitally enhanced pedagogies and curricula among disciplines are examined has yet to emerge. Nonetheless, disciplinary adoption is widely observable in disciplines outside of communication such as medicine and geography.2

One branch of inquiry has examined the relation of computers to new skill acquisition. In some instances, for example, students may become engaged at higher levels of cognition through application, analysis, synthesis and evaluation of class materials.3 In contrast to traditional environments, the integration of computers into a curriculum, however, requires new learning skills in order to manipulate Internet and computer network searching and to construct useful database archives.4

Within journalism and mass communication education, these newly acquired skills may generate increased immediacy of reporting while integrating reporting procedures involving a variety of media.5 One study investigated the adoption of computer-assisted reporting skills over the past decade among journalism and mass communication programs. The majority of the programs surveyed provided instruction in Internet utilization and included introductory skills for searching newspaper archives and online databases.6 E-mail and other electronic information forms may also play a relevant role and at least one study argued the importance of Internet mastery to public relations curricula.7

An often-expressed goal is the facilitation of active student engagement in learning, through activities that facilitate acquisition of knowledge from sources other than the traditional lecture, and by increased student-to-student and student-to-faculty interaction.8 Computer networks have been used to expand the learning community to include experts and industry professionals,9 although the most common usage appears to involve the creation of computer networks for student-to-student out-of-class discussion.10 Gunaratne and Lee also point to the use of digital networks to make library availability an integral element of curriculum and instruction.11

Access issues are not limited to mainstream populations. A developing body of literature highlights the possibility of extending the level of access to disabled students with vision, hearing, and mobility problems.12

Student Attributes

Several scholars have examined the relations among student characteristics, computers and learning. Two categories or subdivisions are prominent in the literature: individual differences (prior computer experience, attitude, learning style preferences) and group differences (gender, ethnicity, disability). Few such published articles in communication journals were found, so we turned to education journals where the topic is receiving greater attention. Our review is confined to the most common types of studies that also have implications for journalism and communication education. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

A Literature Review of Computers and Pedagogy for Journalism and Mass Communication Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.