This paper is an exploration of student feedback to their participation and learning in the social and mobile-first multimedia newsroom run as part of the Bachelor of Journalism degree at the University of Wollongong, Australia. The paper draws on student responses to an online survey carried out in the wake of the final-year newsroom subject. Acknowledging one of the main aims of journalism, newsroom curriculum is to present ‘real-world’ experiences as authentically as possible. The paper explores the student observations in the context of a changing news media landscape, and the need for journalism education to remain relevant and contemporary.
Alberta Education. (2010). Inspiring education: A dialogue with Albertans. Edmonton, AB: Alberta Education.
2.
BanduraA. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
3.
BeardC. & WilsonJ. (2013). Experiential learning: A handbook for education, training and coaching. London: Kogan Page.
4.
BerelsonB. (1952). Content analysis in communication research. Glencoe, IL: Free Press.
5.
BlumM. I. & NaylorJ. C. (1968). Industrial Psychology: its Theoretical and Social Foundations. New York: Harper & Row.
6.
CharlesM. & LuceA. (2016). US 2012 Live: When the classroom becomes a newsroom. Cambridge Journal of Education, 46(1), 113–130.
7.
ClarkM. D. (2015). Which way NC: A model for mobile media development. Journalism and Mass Communication Educator, 70(3), 251–263.
8.
DarbyJ. A. (2007). Are course evaluations subject to a halo effect?Research in Education, 77(1), 46–55.
9.
DeuzeM. (2004). What is multimedia journalism?Journalism Studies, 5(2), 139–152.
10.
DeweyJ. & DeweyE. (1915). Schools of tomorrow. Whitefish, MT: Kessinger.
11.
DruckmanD. & BjorkR. A. (1994). Learning, remembering, believing: Enhancing human performance. DruckmanDaniel & BjorkRobert A. (Eds). Washington, DC: National Academy Press.
12.
FoxF.MorrisM. & RumseyN. (2007). Doing synchronous online focus groups with young people: Methodological reflections. Qualitative Health Research, 17(4), 539–547.
13.
FriesenS. & ScottD. (2013). Inquiry-based learning: A review of the research literature. Alberta Ministry of Education, Retrieved 22February2017, from http://galileo.org/focus-on-inquiry-lit-review.pdf
14.
GentryJ. W. (1990). What is experiential learning? In GentryJ. W. (Ed.), Guide to business gaming and experiential learning (pp. 9–20). East Brunswick, NJ: Nichols.
15.
GlaserB. G. & StraussA. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.
16.
HanG. & NewellJ. (2014). Enhancing student learning in knowledge-based courses: Integrating team-based learning in mass communication theory classes. Journalism & Mass Communication Educator, 69(2), 180–196.
17.
JohnsonK. (2000). Interpreting meanings. In GommR. & DaviesC. (Eds), Using evidence in health and social care (pp. 64–85). Thousand Oaks, CA: SAGE Publications.
18.
KobrynowiczD. & BiernatM. (1997). Decoding subjective evaluations: How stereotypes provide shifting standards. Journal of Experimental Social Psychology, 33(6), 579–601.
19.
KolbD. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
20.
LatukefuL.BurnsS.O’DonnellM. & WhelanA. (2014). Enabling music and journalism students to respond positively to adversity in work after graduation: A reconsideration of conventional pedagogies. Journal of University Teaching and Learning Practice, 11(1), Article 2.
21.
McInroyL. B. (2016). Pitfalls, potentials, and ethics of online survey research: LGBTQ and other marginalized and hard-to-access youths. Social Work Research, 40(2), 83–93. DOI: 10.1093/swr/svw005 (25February2017).
22.
MichaelsenL. K. (1992). Team learning: A comprehensive approach for harnessing the power of small groups in higher education. To Improve the Academy, 11, 107–122.
23.
PainP.Masullo ChenG. & CampbellC. P. (2016). Learning by doing: Teaching multimedia journalism through coverage of the 50th Anniversary of ‘Freedom Summer’. Journalism and Mass Communication Educator, 71(4), 400–412.
24.
PosettiJ. (2015). Trends in newsrooms 2015, world editors forum. Paris: WAN-IFRA.
25.
PrenskyM. (2006). Don’t bother me mom—I’m learning. St. Paul, MN: Paragon House.
26.
RezaeeR.MoadebN. & ShokrpourN. (2016). Team-based learning: A new approach toward improving education. Acta Medica Iranica, 54(10), 679–683.
27.
RitchieJ.LewisJ.NichollsC. M. & OrmstonR. (2013). Qualitative research practice: A guide for social science students and researchers. Thousand Oaks, CA: SAGE Publications.
28.
RyanG. W. & BernardH. R. (2003, February). Techniques to identify themes. Field Methods, 15(1), 85–109. DOI: 10.1177/1525822X02239569
29.
ShapiroG. & MarkoffJ. (1997). A matter of definition. In RobertsC. (Ed.) Text analysis for the social sciences: Methods for drawing statistical inferences from texts and transcripts (pp. 9–34). Mahwah, NJ: Lawrence Erlbaum.
30.
SilbermanM. (2007). The handbook of experiential learning. San Francisco, CA: Wiley.
31.
SteinR. E.ColyerC. J. & ManningJ. (2016). Student accountability in team-based learning classes. Teaching Sociology, 44(1), 28–38. DOI: 10.1177/0092055X15603429 (14February2017).
32.
StreetonR.CookeM. & CampbellJ. (2004). Researching the researchers: Using a snowballing technique. Nurse Researcher, 12(1), 35–46.
33.
TannerS.GreenK. & BurnsS. (2012). Experiential learning and journalism education: Special Olympics—a case study. Australian Journalism Review, 34(2), 115.
34.
University of Wollongong (UOW) (2015). UOW technology-enriched learning strategy 2015–19, University of Wollongong. Retrieved 14February2016, from https://www.uow.edu.au/content/groups/public/@web/@dvce/documents/doc/uow198109.pdf
