Review
What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning
More Detail
1 Department of Media and Communication Studies, School of Humanities & Social Sciences, University of Zambia, Lusaka, ZAMBIA* Corresponding Author
Journal of Digital Educational Technology, 4(1), 2024, ep2412, https://doi.org/10.30935/jdet/14474
Submitted: 25 June 2023, Published: 17 April 2024
OPEN ACCESS 610 Views 452 Downloads
ABSTRACT
This paper cogitates and reflects on some of the lessons learned about journalism and mass communication education in Zambia following the outbreak of the COVID-19 pandemic. It highlights specific observations from the experience of teaching journalism, mass communication and media studies courses in the wake of the globally menacing pandemic within the context of a country in the global South with limited resources and a traditional approach to journalism education. The paper combines thoughts from reflexive autoethnography based on professional positionality, buttressed by selected literature on teaching and learning in higher education during the pandemic, and insights from selected journalism educators in the country. The paper uncovers six critical reflection points or lessons pertinent to post-pandemic journalism education. These are: (a) there are still low levels of digital readiness in journalism schools; (b) distance education for journalism and mass communication is not easy but not at all impossible; (c) digital literacy for both faculty members and students in journalism schools must be scaled up; (d) persistent digital inequalities characterise higher education, including journalism education; (e) exceedingly low levels of training in science and health reporting/coverage are still prevalent; and lastly (f), there is need to rethink how student internships and attachment programs can best be conducted in times of crisis. In addition to these observations, the paper argues for a holistic approach to digital transformation to address many of these and other challenges.
CITATION (APA)
Mambwe, E. (2024). What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning. Journal of Digital Educational Technology, 4(1), ep2412. https://doi.org/10.30935/jdet/14474
REFERENCES
- Adams, T. E., Ellis, C., & Jones, S. H. (2017). Autoethnography. In The international encyclopedia of communication research methods. WILEY. https://doi.org/10.1002/9781118901731.IECRM0011
- Adedoyin, O. B., & Soykan, E. (2023). COVID-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863-875. https://doi.org/10.1080/10494820.2020.1813180
- Banda, F., Beukes-Amiss, C. M., Bosch, T., Mano, W., McLean, P., & Steenveld, L. (2007). Contextualising journalism education and training in Southern Africa: Special research focus: Journalism education in Africa. Ecquid Novi: African Journalism Studies, 28(1-2), 156-175. https://doi.org/10.3368/ajs.28.1-2.156
- Beaunoyer, E., Dupéré, S., & Guitton, M. J. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior, 111, 106424. https://doi.org/10.1016/j.chb.2020.106424
- Bhattacharya, S., Murthy, V., & Bhattacharya, S. (2022). The social and ethical issues of online learning during the pandemic and beyond. Asian Journal of Business Ethics, 11(1), 275-293. https://doi.org/10.1007/s13520-022-00148-z
- Bochner, A. P., & Ellis, C. S. (2006). Communication as autoethnography. In G. Shepherd, J. S. John, & T. Striphas (Eds.), Communication as …: Perspectives on theory (pp. 110-122). SAGE. https://doi.org/10.4135/9781483329055
- Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to corona virus pandemic. Asian Journal of Distance Education, 15(1), I-vi. https://doi.org/10.5281/zenodo.3778083
- Bryman, A. (2012). Social research methods. Oxford University Press.
- Bucchi, M. (2014). Science and the media: Alternative routes to scientific communications. Routledge.
- Chewe, P. (2018). Faculty perception of Moodle software as a teaching tool at the University of Zambia. Zambia ICT Journal, 2(1), 25-34. https://doi.org/10.33260/zictjournal.v2i1.48
- Chibbonta, C., Muchangwe, R., & Mambwe, E. (2022). Online instruction of journalism, media and communication in times of COVID-19: Examining lecturers experiences from Zambia. In Reimagining Journalism Education in the Age of Change. 6th Conference of the World Journalism Education Congress (WJEC). https://www.researchgate.net/publication/364946762_Online_Instruction_of_Journalism_Media_and_Communication_in_times_of_COVID-19_Examining_Lecturers_Experiences_from_Zambia
- Coolican, H. (2013). Research methods and statistics in psychology. Routledge. https://doi.org/10.4324/9780203769669
- de Lange, C. (2013). Zambian health journalism under attack. Thomson Reuters Foundation News. https://news.trust.org/item/20130816104123-3p2nr/
- Delaney, B., & Betts, K. (2022). Training and supporting of journalism faculty to teach online: A multiple case study. Journalism Practice, 16(7), 1512-1535. https://doi.org/10.1080/17512786.2020.1852883
- Demirbilek, M. (2014). The ‘digital natives’ debate: An investigation of the digital propensities of university students. EURASIA Journal of Mathematics, Science and Technology Education, 10(2), 115-123. https://doi.org/10.12973/EURASIA.2014.1021A
- Deuze, M. (2006). Global journalism education: A conceptual approach. Journalism Studies, 7(1), 19-34. https://doi.org/10.1080/14616700500450293
- Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
- Fjæstad, B. (2007). Why journalists report science as they do. In M. W. Bauer, & M. Bucchi (Eds.), Journalism, science and society (pp. 123-131). Routledge.
- Gee, J. P. (2009). New digital media and learning as an emerging area and” worked examples” as one way forward. MIT Press. https://doi.org/10.7551/mitpress/8563.001.0001
- Gobble, M. M. (2018). Digital strategy and digital transformation. Research-Technology Management, 61(5), 66-71. https://doi.org/10.1080/08956308.2018.1495969
- Goodfellow, R., & Lea, M. R. (2013). Literacy in the digital university: Critical perspectives on learning, scholarship, and technology. In R. Goodfellow, & M. R. Lea (Eds.), Literacy in the digital university: Critical perspectives on learning, scholarship, and technology. Routledge. https://doi.org/10.4324/9780203074510
- Hamusokwe, B. N., Ncube, L., Phiri-Chibbonta, C., Tembo, J., & Mambwe, E. (2022). The reproduction of power and jargon in COVID-19 coverage in Zambian media: An analysis of the Zambia Daily Mail and Mwebantu. Journalism Practice, 18(3), 642-657. https://doi.org/10.1080/17512786.2022.2048204
- Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
- Holly, C., Legg, T. J., Mueller, D., & Adelman, D. S. (2008). Online teaching: Challenges for a new faculty role. Journal of Professional Nursing, 24(4), 254-258. https://doi.org/10.1016/j.profnurs.2007.07.003
- Imaniah, I. (2021). COVID-19 pushes universities to switch to online classes: Are they ready? In S. E. P. Djahimo (Ed.), Women’s voices in EFL classroom: Research, review, evaluation & critique (pp. 67-80). Deepublish.
- Independent Broadcasting Authority (IBA). (2022). Content service providers. Independent Broadcasting Authority. https://www.iba.org.zm/content-service-providers/
- Ismaili, J., & El Moutaouakil, K. (2023). D-learning and COVID-19 crisis: Appraisal of reactions and means of perpetuity. SN Computer Science, 4(3), 290. https://doi.org/10.1007/s42979-023-01726-z
- Keith, S., Cozma, R., Keith, I. S., & Cozma, R. (2022). WJEC 2022 Online Conference expert reports. https://wjec.net/wp-content/uploads/2022/05/Teaching-Journalism-Online-2022pdf.pdf
- Lufungulo, E. S., Jia, J., Mulubale, S., Mambwe, E., & Mwila, K. (2023). Innovations and strategies furing online teaching in an EdTech low-resourced university. SN Computer Science, 4(4), 328. https://doi.org/10.1007/s42979-023-01729-w
- Mambwe, E. (2014). 20 years of internet in Zambia-how has journalism been impacted?: African trends. Rhodes Journalism Review, 2014(34), 77-80. https://hdl.handle.net/10520/EJC159491
- Mansbach, J., & Austin, A. E. (2018). Nuanced perspectives about online teaching: Mid-career and senior faculty voices reflecting on academic work in the digital age. Innovative Higher Education, 43, 257-272. https://doi.org/10.1007/s10755-018-9424-4
- Mare, A., Woyo, E., & Amadhila, E. M. (2023). Harnessing the technological dividends in African higher education institutions during and post-COVID-19 pandemic. In A. Mare, E. Woyo, & E. M. Amadhila (Eds.), Teaching and learning with digital technologies in higher education institutions in Africa (pp. 1-24). Routledge. https://doi.org/10.4324/9781003264026-1
- Matsilele, T., & Nkoala, S. (2022). COVID-19 and the structural inequalities in South Africa’s higher education: A case study of Cape Peninsula University of Technology’s journalism program. In A. Mare, E. Woyo, & E. M. Amadhila (Eds.), Teaching and learning with digital technologies in higher education institutions in Africa (pp. 245-257). Routledge. https://doi.org/10.4324/9781003264026-20
- Morreale, S. P., Thorpe, J., & Westwick, J. N. (2021). Online teaching: Challenge or opportunity for communication education scholars? Communication Education, 70(1), 117-119. https://doi.org/10.1080/03634523.2020.1811360
- Mphahlele, R., Seeletso, M., Muleya, G., & Simui, F. (2021). The influence of COVID-19 on students’ learning: Access and participation in higher education in southern Africa. Journal of Learning for Development, 8(3), 501-515. https://doi.org/10.56059/jl4d.v8i3.515
- Msimanga, M., Tshuma, L., & Matsilele, T. (2020). Journalism pedagogy and ICTs in a time of pandemic: A case study of selected journalism schools in Southern Africa. World of Media. Journal of Russian Media and Journalism Studies, 4(2), 46-63. https://doi.org/10.30547/worldofmedia.2.2022.4
- Nkoala, S., & Matsilele, T. (2023). The influence of the digital divide on emergency remote student-centred learning during the COVID-19 pandemic: A case study of journalism education. SN Social Sciences, 3, 47. https://doi.org/10.1007/s43545-023-00626-6
- Nyarko, J., & Serwornoo, M. Y. W. (2022). COVID-19 and mass media education: An evaluation of the transition from Brick-and-Mortar learning to virtual space. Journal of Creative Communications, 17(3), 251-269. https://doi.org/10.1177/09732586221096346
- Osepashvili, D. (2022). Journalism teaching practice during the COVID-19 pandemic: Qualitative analysis of teachers’ attitudes. International Journal of Innovative Technologies in Social Science, 3(35). https://doi.org/10.31435/RSGLOBAL_IJITSS/30092022/7856
- Palaganas, E. C., Sanchez, M. C., Molintas, M. V. P., & Caricativo, R. D. (2017). Reflexivity in qualitative research: A journey of learning. The Qualitative Report, 22(2), 426-438. https://doi.org/10.46743/2160-3715/2017.2552
- Patrick, H. O., Abiolu, R. T. I., & Abiolu, O. A. (2021). Reflections on COVID-19 and the viability of curriculum adjustment and delivery options in the South African educational space. Transformation in Higher Education, 6, a101. https://doi.org/10.4102/the.v6i0.101
- Payne, G., & Payne, J. (2004). Key concepts in social research. SAGE. https://doi.org/10.4135/9781849209397
- Reed-Danahay, D. (2019). Autoethnography. In P. Atkinson, S. Delamont, A. Cernat, J. W. Sakshaug, & R. A.Williams (Eds.), SAGE research methods foundations. SAGE. https://doi.org/10.4135/9781526421036815143
- Schwartzman, R. (2020). Performing pandemic pedagogy. Communication Education, 69(4), 502-517. https://doi.org/10.1080/03634523.2020.1804602
- Sturgis, I., & Lamb, Y. R. (2021). Pivot! Teaching communications online during COVID-19. Journalism & Mass Communication Educator, 77(1), 123-139. https://doi.org/10.1177/10776958211038152
- Thomson, T. J., Keith, S., & Cozma, R. (2022). Teaching journalism online. In Proceedings of the World Journalism Education Council Conference.
- UNESCO. (2021). COVID-19: Reopening and reimagining universities, survey on higher education through the UNESCO national commissions. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000378174
- Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. https://doi.org/10.1080/17439884.2020.1761641
- Zambia Information and Communications Technology Authority (ZICTA). (2021). ICT Indicators. http://onlinesystems.zicta.zm:8585/statsfinal/ITUIndicators.html