Influence of Interactive Media on Communication Education in Nigeria: A Study of the Use of Power Point in Teaching Mass Communication

By Ngonso, B. F.; Egielewa, P. E. et al. | Global Media Journal, December 2018 | Go to article overview

Influence of Interactive Media on Communication Education in Nigeria: A Study of the Use of Power Point in Teaching Mass Communication


Ngonso, B. F., Egielewa, P. E., Nyong, A. E., Global Media Journal


Background of the Study

There has been a great concern in Nigerian Universities on how to ensure that her graduates are able to successfully meet the cultural, economic, scientific and technological challenges of the modern society. Other concerns are that Nigerian Universities are often plagued with strike actions from the teaching staff and the non-teaching staff unions leading to malfunctioning of the entire educational system in Nigeria. Other serious problems often encountered in the University System in Nigeria is the inability of the existing 160 universities to provide space for prospective candidates, infrastructural decay and absence of modern teaching and instructional materials such as smart boards and mobile technologies in spite of the huge benefits to educational system. While universities in the developed climes are already using interactive media to teach students different subjects, in Nigeria there seems to be no idea about the use of interactive media in lecture delivery. Many universities still adopt the traditional method of writing on the black board with chalk or white marker board with colored marker. With this scenario, many Nigerian students are not so much aware of the importance of receiving lectures through the aid of multi-media facilities.

This calls for a change in the concept of knowledge acquisition, teaching and learning processes and skills development. Older and new generation universities in Nigeria are now making efforts to catch up with this current trend of using multi-media facilities such as smart board and mobile technologies in teaching and learning. Zohar [1] stresses the need for today graduates to develop high ordered thinking skills, ability for independent learning and to make judgment. It is also expected of them to develop skills for creative and critical thinking. It is equally believed that modern teaching materials or facilities aid the students to understand the subject faster. However, the effectiveness of instructional materials and strategies depends upon the manner and degree to which they meet the needs of the teacher and students. Instructional strategies and materials are selected based on the principles of provision of accurate materials that will enrich and support the curriculum, taking into consideration the interest, abilities and maturity levels of the students.

Teaching brings about understanding; it involves a teacher, a learner and subject matter and teaching materials. Therefore, to bring about learning, the teacher engages in certain activities such as talking, demonstration, and giving instructions. All these are the various strategies to bring about learning [2].

Teachers need to use different instructional materials and strategies to ensure students centered method in the classroom for creativity, innovative and critical thinking purpose in students. Classroom teaching is likely to be more effective when it is informed by an understanding of how students learn. It is therefore important that, the major implications of instructional strategies be reflected in classroom practice.

It is in the view of this that this study seeks to investigate the use of interactive media as instructional materials in teaching and learning Mass Communication in Cross River State University of Science and Technology.

Statement of the Problem

Humans advance with technological innovation even in the educational sector. The use of interactive media for instructional education cannot be neglected, as schools have started embarking on the use of different interact media forms such as smart board and mobile device for learning. In Nigeria the use of Microsoft PowerPoint has become obvious at conferences, workshops and symposia, but it is not clear whether various disciplines in the Nigerian Universities use this form of media or other forms for teaching and learning especially in Mass Communication Departments.

This study hopes to ascertain whether or not Departments of Mass Communication use interactive media, particularly the use of Microsoft PowerPoint in teaching and learning processes and to also determine the extent of utilization of the interactive media in communication education. …

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

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
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

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

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Influence of Interactive Media on Communication Education in Nigeria: A Study of the Use of Power Point in Teaching Mass Communication
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?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
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.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, 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." (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.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.