![]() ![]() Two groups of students, whose assignments were geared toward the outcome, focused more on front stage performances and underestimated back stage performances, e.g. We used three different methods for teaching news reporting on three different groups of Estonian journalism students, and analyzed their performance using self-reflection in focus group interviews. The study looks into the back- and front-stage performances of journalistic information processing that are influenced by social time acceleration and the insistence of ‘click-bait’ news criteria. This paper analyzes the distribution of alternative facts and fake news as a phenomenon characterizing post-fact society and how journalistic work processes may promote and legitimize the distribution of misleading content. Processing information into journalistic content in contemporary news media creates a favorable environment for the distribution of misleading and fake information. Results show that this model of distance open learning can be helpful for mobile journalism training, providing some recommendations for improvement. By assessing structure, functioning and participants’ opinion, the objective is to discover if MOOCs prove to be useful tools in mobile journalism training. The research focuses on the first pilot project of a massive open online courses (MOOC) on mobile journalism, the Y-NEX MOOC. Our article aims at discovering whether new models of education, such as massive online courses, can help mobile journalism training. Incorporating mobile journalism is, thus, the current challenge for journalism educators. The use of smartphones for gathering, producing, editing and disseminating news gave birth to a new journalistic practice, mobile journalism. Smartphones have become a key social tool: They have changed the way people consume, receive and produce information, providing potentially anyone with the opportunity to create and share content through a variety of platforms.
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