Relevant bibliographies by topics / Mass Education

Academic literature on the topic 'Mass Education'

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Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Mass Education"

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Remus, Dumitrescu. "Body Mass Index And Alcohol Consumption Influences (Physical Education)." International Journal of Scientific Research 3, no. 2 (June 1, 2012): 484–85. http://dx.doi.org/10.15373/22778179/feb2014/160.

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Axinn, William G., and Jennifer S. Barber. "Mass Education and Fertility Transition." American Sociological Review 66, no. 4 (August 2001): 481. http://dx.doi.org/10.2307/3088919.

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Bisquerra-Alzina, Rafael, and Gemma Filella-Guiu. "Emotional education and mass media." Comunicar 10, no. 20 (March 1, 2003): 63–67. http://dx.doi.org/10.3916/c20-2003-09.

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The aim of this paper is to analyze the relationships between emotional education and the media from two different points of view. On the one hand, the emotional dimension of the media and their implication in education. On the other hand, the media as a El objetivo de este artículo es reflexionar sobre el binomio «educación emocional y medios de comunicación» desde dos puntos de vista. Por un lado, la dimensión emocional de los medios de comunicación y su implicación en la acción educativa y, por otro, los medios de comunicación como transmisores de educación emocional. Los autores finalizan presentando un conjunto de programas de educación emocional.
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MATSUOKA, Ryoji. "The Vanishing ‘Mass Education Society’." Social Science Japan Journal 22, no. 1 (December 28, 2018): 65–84. http://dx.doi.org/10.1093/ssjj/jyy049.

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Tight, Malcolm. "Mass Higher Education and Massification." Higher Education Policy 32, no. 1 (November 10, 2017): 93–108. http://dx.doi.org/10.1057/s41307-017-0075-3.

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Malkova, Zoya A. "The quality of mass education." Prospects 19, no. 1 (March 1989): 33–45. http://dx.doi.org/10.1007/bf02195856.

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Sanjay, B. P. "Journalism and Mass Communication Education." Asia Pacific Media Educator 22, no. 1 (June 2012): 115–26. http://dx.doi.org/10.1177/1326365x1202200113.

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Axinn, William G., and Jennifer S. Barber. "Mass Education and Fertility Transition." American Sociological Review 66, no. 4 (August 2001): 481–505. http://dx.doi.org/10.1177/000312240106600401.

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The relationship between the spread of mass education and fertility-limiting behavior is examined. Existing theories relating education to fertility limitation are integrated, including those relating the presence of educational opportunity to fertility decline, theories relating women's education to their fertility behavior, and theories relating children's education to the fertility behavior of their parents. Using survey data from a sample of 5,271 residents of 171 neighborhoods in rural Nepal, the individual-level mechanisms linking community-level changes in educational opportunity to fertility behavior are tested. A woman's proximity to a school during childhood dramatically increases permanent contraceptive use in adulthood. This finding is largely independent of whether the woman subsequently attended school, whether her husband attended school, whether she lived near a school in adulthood, and whether she sent her children to school. Strong fertility limitation effects were also found for husband's education and for currently living near a school. These effects were independent of other education-related measures. The largest education-related effect is for sending children to school.
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Bockino, David, and Amir Ilyas. "Institutionalized Education: Journalism and Mass Communication Education in Pakistan." Asia Pacific Media Educator 31, no. 1 (May 6, 2021): 34–49. http://dx.doi.org/10.1177/1326365x211009631.

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This article uses an examination of journalism and mass communication (JMC) education in Pakistan as a case study to explore the consequences of increased homogenization of JMC education around the world. Anchored by a qualitative method that relies heavily on actor-network theory, the study identifies key moments and people in the trajectory of five Pakistani programmes and explores the connection between these programmes and the larger JMC organizational field. The study concludes by questioning the efficacy of the current power structures within the supranational JMC organizational field before discussing how these influences could potentially be mitigated moving forward.
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Christie, Kathy. "Critical Mass." Phi Delta Kappan 86, no. 7 (March 2005): 485–86. http://dx.doi.org/10.1177/003172170508600703.

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Dissertations / Theses on the topic "Mass Education"

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Adams, Steven. "Liberty of conscience and mass schooling." Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681681.

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Public education in the United States has seen many changes over the years. Some of those changes came in response to what are now recognized as clear problems with religious liberty in the common education system adopted in the mid 1800's. This dissertation reviews past and current ideas related to religious liberty and the larger issue of liberty of conscience (Nussbaum, 2008) in education and pursues a research question by considering past and current issues. Does a system of general, mass education necessarily infringe upon students' liberty of conscience? This question is pursued following a Deweyan framework of philosophy of education wherein a "felt difficulty" is identified, information is gathered to apply to the difficulty, and possible solutions to problems identified (Dewey, 1938).

I begin with a discussion of liberty of conscience and a discussion of some of the conflicts included in a system of mass education. This establishes the structure of the difficulty, or problem. The history of the public education system in the United States is reviewed with a focus on the common education system adapted in the 1830's along with relevant issues related to religious intolerance. Improvements in the respect for religious diversity applied to that system over time and improvements proposed but not yet fully implemented are discussed. Ideas from religious intolerance literature is introduced to add insight and expose the larger issue of liberty of conscience including how those ideas can be applied to educational systems. The process of religious intolerance (Corrigan & Neal, 2010) is developed into an architecture of religious intolerance that can assist with identifying this type of intolerance in educational settings.

I argue that while many of the strongest issues of religious intolerance in public education have been resolved, many problems still remain. I will also argue that the intolerance is not limited to religious intolerance but includes intolerance for ideas stemming from many different epistemic foundations. This will lead to a consideration of an idea I have labeled as epistemic intolerance. These arguments support an answer to the research question, which is that a system of general, mass education does necessarily infringe on students' liberty of conscience if one or more cultural majorities centrally control that system of education.

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Turner, Kimberly Noel. "EDUCATION BULGES AND MASS PROTEST: HOW HIGHER EDUCATION INFLUENCES PROTEST ONSET AND OUTCOMES." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1951.

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AN ABSTRACT OF THE DISSERTATION OFKimberly Noel Turner, for the Doctor of Philosophy degree in Political Science, presented on June 9, 2021, at Southern Illinois University Carbondale. TITLE: EDUCATION BULGES AND MASS PROTEST: HOW HIGHER EDUCATION INFLUENCES PROTEST ONSET AND OUTCOMESMAJOR PROFESSOR: Dr. Stephen BloomCan trends in higher education attainment explain protest onset and outcomes? Beneficial state development indicators, such as education attainment, may produce detrimental employment outcomes. Nonviolent protests spread throughout the developing world throughout the 2010s, often in countries previously immune to public agitation. At the forefront of these protests were well-educated professionals, often doctors and lawyers. Why did these protests emerge? Why did middle-class groups initiate and lead these protests? How successful were these protests? The education bulge theory provides a framework for explaining the onset and outcomes of nonviolent mass protests in repressive countries. The education bulge theory captures the formation of skilled labor grievance and the spillover that influence the emergence of nonviolent, large and diverse protests. Chapter Two details the education bulge theory. Education bulges occur when a country undergoes sharp increases in university enrollments exceeding global averages. As university graduates increases, so does the supply of skilled labor. An increasing percentage of the population is then impacted when demand for skilled labor wanes, i.e. skills downgrading. Skills downgrading worsens the relative position of university graduates to other educational attainment groups, increasing tertiary unemployment and underemployment. Skilled labor compensates by downshifting, seeking out and competing for positions within the semi-skilled job market. This increased competition for semi-skilled positions pushes other educational groups down and out of the labor market. The global forces of labor polarization, education bulges, and skills downgrading are examined for their roles in inducing downshifting behavior. The fomentation of grievance amongst skilled labor is detailed, as well as the spillover effects for semi and unskilled labor. Flattening supplies of knowledge-intensive positions within the private sector along with public sector hiring reductions in the post-recession period exacerbates the decline of skilled labor’s relative position. Chapter Three examines objective measures of skilled labor’s relative position to other education attainment groups. Alongside theories of economic development and inequality, the education bulge theory is tested for its relationship to protest onset. Governmental expenditures on education, relative unemployment amongst primary, secondary and tertiary education attainment groups, and average wage growth are evaluated for their relationship with education bulges and protest onset. Bivariate and multivariate regression analysis indicate that skills downgrading is significantly increases the odds of protests emerging in highly repressive countries. Under an education bulge, additional governmental spending on tertiary education is positively correlated to protest onset. Do education bulges contribute to the overall successfulness of protests? In Chapter Four, I develop a new cost-benefit approach to measuring protest success. Canonical binary measurement of protest success fails to capture the relative concessions demonstrators might extract from their regimes. I develop a 21-point scale capturing the dimensions of gains protests might achieve (in the form of regime concessions) and the costs they pay for those concessions (in the form of state reprisals). Using Mokken scale analysis, country success scores pinpoint a protest’s position along a unidimensional continuum of abject failure to transformative changes in the body politic is developed. My measure offers an improved method of capturing regime behavior in the form of ‘ignoring’ and active repression. My measure also captures instances where protests may be misclassified as failures and features a stronger correlation for crowd age diversity. However, the success scores and binary measures often share directionality and strength for key causal factors. Thus, I cannot claim a definitive victory for my measure. However, unlike binary measures, my measure is able to offer more accurate confidence intervals for interactive relationships evaluated in Chapter Five. Chapter Five evaluates the relationship between political contexts and protest features. Entrenched leadership and repressive state structures are traditional deterrents to protest success. Education bulges, leadership tenure, and state repressiveness are evaluated for their influence on protest successfulness. Education bulges are found to increase overall protest successfulness. Education bulges are also found to increase crowd size and crowd diversity. Interactive relationships between education bulges, crowd size, and class diversity are examined. Class diversity and education bulges are individual have a positive and significant influence upon protest success. Education bulges are found to moderate class diversity, shifting class diversity’s effect on protest success from positive to negative. Regime concessions and protest successfulness are also influenced by external factors, such as sanctions, defections, and audience sympathy. External actors are more likely to apply reputational, material or defection costs against regimes when protests occur within education bulges and feature class diversity. These costs act as mediators of regime responsiveness. Under a mediated moderation model, the direct and indirect effect of education bulges, crowd size, class diversity, and regime costs are evaluated for their effect on protest successfulness. Education bulges increase reputational costs for regimes while class diversity increases material costs. Crowd size increased both material costs and defections. Education bulge contexts producing diverse and large crowds are more successful than non-education bulge protests. This study offers an examination of the role of higher education attainment upon the emergence and successfulness of nonviolent mass protests in authoritarian states from 2005-2013. Despite data limitations, robust findings indicate that education bulges increase the odds of a stable repressive regime experiencing protest onset and protest success. Failure of central governments to ensure commiserate employment for their growing pools of skilled labor increases grievance, crowd sizes and diversity, and punitive action against governments seeking to repress demonstrators.
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Cheung, Ling-ling Mayella. "Media education in Hong Kong the underlying forces /." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B31972408.

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Taebi, Shala. "Theoretical foundations of media education : a critical analysis." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31143.

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The primary purpose of this study is the exploration of the theoretical and critical framework of media education. The major paradigms used as rationale for the study of media embody views of media as agents of cultural decline that stress discriminating against the media; media as popular arts, stressing discriminating within the media; media as agents of communication, featuring the behavioral models of media studies; studying the media as representational or symbolic systems; and an exploration of the interaction between the self and the media and the question of whether and how media empower or oppress. Developments in the fields of structuralism, semiotics, theories of ideology and the social context of media production are discussed as the contributing factors to a view of media as representational systems. The study is concluded with a discussion of the significance of the context of meaning and a brief discussion of the educational implications of the field of cultural studies.
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McManus, Sarah E. "Influence of the CSI effect on education and mass media." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4595.

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Forensic science television shows, especially CSI: Crime Scene Investigation, have been said to influence the public's perception of how forensic science is used and create interest in studying forensic science and pursuing jobs in the field. This study investigates this claim through a variety of methods. First, definitions of the CSI effect are discussed, including how it was first used and mentioned in the media. Second, survey data from students in a forensic anthropology course regarding interest in forensic science media and educational and career choices are analyzed. Third, the number and debut dates of forensic science non-fiction books, novels, non-fiction television shows, and television dramas are investigated. Finally, a content analysis of the television show Bones is undertaken in order to understand how the forensic anthropology presented in this show differs from the actual practice of forensic anthropology. Results of this study indicate that, overall, students who wanted to pursue forensic science careers and graduate study did not watch more forensic science television shows and read more forensic science novels than those who did not want to pursue forensic science careers and graduate study. Also, based on the decreased interest in a number of forensic careers, it appears that respondents may have started the course with false perceptions regarding the actual job descriptions of these careers. Regarding the number and debut dates of forensic science media, this study found that the majority of non-fiction forensic anthropology books, non-fiction television shows, television dramas debuted after CSI appeared, corroborating the claim that CSI led to an increase in interest in forensic anthropology. In addition, this study found that while much of Bones is fictionalized for entertainment purposes, many of the techniques and analyses presented on the show have a peripheral basis in scientific methods.
ID: 029094425; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 129-130).
M.A.
Masters
Department of Anthropology
Sciences
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Fiedler, Heather Starr. "Journalism and Mass Communication Education in The Age of Technology." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/516.

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The developmental research project was undertaken to determine the best way to structure the future of journalism and mass communication education so that it remains a viable discipline within the academy. New media technology is an emerging discipline within the journalism field. While many new jobs exist for graduates who are skilled in the field, only a small number of colleges and universities are offering undergraduate programs to train students in new media technology. The goal of the dissertation was to propose a new undergraduate major in new media technology that schools may implement. The literature review traces the origins and development of journalism and mass communication education through the 19th and 20th centuries and focuses on the emerging field of new media technology and online journalism. To help answer the research questions, a survey questionnaire was distributed to journalism and mass communications educators at 108 programs in the United States and to more than 300 media professionals. All the programs are accredited by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC), and the media professionals are all members of the Online News Association (ON A). The total number of participants was 102. In the surveys, participants shared their views on the current state of journalism and mass communication education as well as the new media industry through a combination of rank-order items, Likert-type scales, and open-ended questions. Results were used to correlate industry requirements with program offerings to prescribe the best possible undergraduate program in new media technology. The content, coverage and feasibility of the model program were validated by a panel of experts.
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Lingwall, James Andrew. "Journalism and mass communication at academic crossroads in American higher education /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7574.

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Al-Homood, Mohammad. "Drugs and the mass media : a study of Saudi Arabian mass media prevention of drugs." Thesis, Loughborough University, 1995. https://dspace.lboro.ac.uk/2134/6952.

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The mass media nowadays hold a high position in the educational world, / and have a strong influence over societies. They influence and shape people's thoughts and behaviour. They have been used for a long time in many western countries in drug prevention campaigns, both successfully and unsuccessfully, Drug abuse has recently become a serious problem in Saudi Arabia . At first the Government tried to tackle the problem only by using the police force and without any publications . However, recently the Government has tried to utilize the advantage of the widespread mass media in teaching the population about the dangers of drug abuse. It started to publish a large amount of information about drugs in the mass media. This study is an evaluative research to assess the Saudi Arabian mass media coverage of the drugs issue in two respects. First is a study of the content of the coverage with regard to its presentation, style, and appeal. The second part concentrates on the effect of that coverage on the target audience: Saudi Arabian pupils, their knowledge and attitudes toward drugs, and whether those publications have benefitted them or not. This study has adopted the information-processing model as a theoretical framework. According to that model the first step in the change process is exposure to the message with a certain level of attention, that will lead to increase in knowledge and that automatically will lead to attitude change. The respondents' exposure to the newspaper messages about drugs has been measured and the result indicates that the majority of the respondents received the messages and are interested, like and believe them. Statistical tests indicate that their knowledge about drugs has been increased. Their attitudes have been assessed and the results indicate that most Saudi Arabian pupils aged from 12 to 25 years old have negative attitudes towards drugs. The results indicate that the newspaper coverage of the drugs issue has had some influence upon the Saudi Arabian pupils' knowledge and their attitudes towards drugs.
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Courage, Fiona. "The value of higher education : a temporal analysis from Mass Observation." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/76806/.

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Higher education in the UK has experienced unprecedented levels of expansion over the last 50 years. This expansion has been underpinned by political and social discourses that expound its value to the social and economic prosperity of the country and more recently, towards the delivery of social justice and the social mobility of individuals. Higher education institutions are channelling increasing amounts of resource into supporting these discourses, largely around widening participation and fair access agendas. In juxtaposition, changes to funding models, including the cessation of maintenance grants and increasing charges for tuition fees, are placing significant financial burdens on graduating students, calling into question just how achievable these agendas can be. This research seeks to understand if there is a disparity between the social value and benefits that governmental and institutional discourses claim for going to university, and how individuals perceive the value of a contemporary degree. To do so it draws on the narratives of a panel of over 100 volunteer writers submitted as a qualitative survey on their opinions of and interactions with higher education. Drawn from all over the UK, these writers are participants in the Mass Observation Project, an in-depth, qualitative survey of everyday life in Britain established in 1981. The empirical research is embedded within biographical narrative methods, and seeks to create a landscape of perceptions of the social value of a university education and how these are embedded within people's life stories. Using the depth and retrospective opportunities provided in the qualitative narratives of Mass Observation allows this research to provide a more nuanced understanding of both the long-term impacts of higher education on individuals and how perceptions of its social and economic value have changed over the decades. It suggests that the ability to derive the greatest benefit from going to university is embedded within social backgrounds and therefore ensuring equality is far more complex than simply providing an opportunity to access higher education. This thesis also illustrates how the use of longitudinal and qualitative methods of research can provide alternative viewpoints that should be considered when creating policies that will ensure the greatest benefit to providing value and equality within higher education.
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Kumar, Keval Joseph. "Media education, communications and public policy : an Indian perspective." Thesis, University of Leicester, 1988. http://hdl.handle.net/2381/9980.

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Books on the topic "Mass Education"

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D, Murray Michael, and Moore Roy L, eds. Mass communication education. Ames, Iowa: Iowa State Press, 2003.

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Cress, Ulrike, Johannes Moskaliuk, and Heisawn Jeong, eds. Mass Collaboration and Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-13536-6.

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Mohanty, Padma Charan. Mass media and education. New Delhi: Ashish Pub. House, 1992.

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Thakur, Devendra. Adult education and mass literacy. New Delhi: Deep & Deep Publications, 1988.

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Massachusetts Corporation for Educational Telecommunications. Mass LearnPike: Network for learning. Cambridge, Mass.]: Massachusetts Corporation for Educational Telecommunications, 1996.

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1948-, Tahir Gidado M., ed. Contemporary issues in Nigerian mass education. Jimta-Yola, Nigeria: Damisa Newday, 1994.

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Preckler Galguera, Miriam. Globalization, Mass Education and Technical and Vocational Education and Training. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91107-6.

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Media education. London: Hodder & Stoughton, 1991.

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Griffiths, Tom G., and Robert Imre. Mass Education, Global Capital, and the World. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137014825.

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Mitch, David, and Gabriele Cappelli, eds. Globalization and the Rise of Mass Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25417-9.

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Book chapters on the topic "Mass Education"

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Richardson, Harley. "Mass education." In New Studies in the History of Education, 49–59. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003039532-5.

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Scott, Peter. "Mass Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9553-1_12-1.

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Scott, Peter. "Mass Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 2043–49. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_12.

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Torres-Vega, Sara. "Mass Frustration." In Art Education as a Radical Act, 13–33. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032700120-3.

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Cress, Ulrike, Heisawn Jeong, and Johannes Moskaliuk. "Mass Collaboration as an Emerging Paradigm for Education? Theories, Cases, and Research Methods." In Mass Collaboration and Education, 3–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-13536-6_1.

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Shapiro, R. Benjamin. "Toward Participatory Discovery Networks: A Critique of Current Mass Collaboration Environments and a Possible Learning-Rich Future." In Mass Collaboration and Education, 187–207. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-13536-6_10.

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Fields, Deborah A., Yasmin B. Kafai, and Michael T. Giang. "Coding by Choice: A Transitional Analysis of Social Participation Patterns and Programming Contributions in the Online Scratch Community." In Mass Collaboration and Education, 209–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-13536-6_11.

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Roque, Ricarose, Natalie Rusk, and Mitchel Resnick. "Supporting Diverse and Creative Collaboration in the Scratch Online Community." In Mass Collaboration and Education, 241–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-13536-6_12.

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Barron, Brigid, Caitlin K. Martin, Véronique Mertl, and Mohamed Yassine. "Citizen Science: Connecting to Nature Through Networks." In Mass Collaboration and Education, 257–84. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-13536-6_13.

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Eimler, Sabrina C., German Neubaum, Marc Mannsfeld, and Nicole C. Krämer. "Altogether Now! Mass and Small Group Collaboration in (Open) Online Courses: A Case Study." In Mass Collaboration and Education, 285–304. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-13536-6_14.

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Conference papers on the topic "Mass Education"

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Walker, James. "E-learning in mass education." In 2016 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851820.

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Kumar, Vive. "Critical Mass in E-Education." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.297.

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Liang, Yanli, Xiaoling Li, and Jiachen Zhang. "E-educational Technology in College English Education." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5578431.

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TOPOR, Sorin, and Adrian Victor VEVERA. "A cyber security mass education perspective." In International Conference on Virtual Learning - VIRTUAL LEARNING - VIRTUAL REALITY (18th edition). The National Institute for Research & Development in Informatics - ICI Bucharest (ICI Publishing House), 2023. http://dx.doi.org/10.58503/icvl-v18y202322.

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Zashchitina, Elena K., and Pavel V. Pavlov. "Higher Education Today: Mass or Individual Approach." In 2019 International Conference "Quality Management, Transport and Information Security, Information Technologies" (IT&QM&IS). IEEE, 2019. http://dx.doi.org/10.1109/itqmis.2019.8928325.

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Zashchitina, Galina. "Mass Culture and Mass Addressee Through Stylistic Mirror of Allusion in Modern Mass Media." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.468.

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Forsslund, Titti. "Journalism education for social responsibility media practice." In Annual International Conference on Journalism & Mass Communications. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2301-3729_jmcomm12.88.

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Shutaleva, Anna, Evgeniya Ivanova, Elena Mel'nikova, Olga Tomyuk, and Olesya Kuznetsova. "MASS CULTURE AS A CHALLENGE TO MODERN EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0955.

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Federici, Stefano, Jacopo Molinas, Elisabetta Sergi, Riccardo Lussu, and Elisabetta Gola. "RAPID AND EASY PROTOTYPING OF MULTIMEDIA TOOLS FOR EDUCATION." In World Conference on Media and Mass Communication. The International Institute of Knowledge Management (TIIKM), 2019. http://dx.doi.org/10.17501/24246778.2019.5102.

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Palutina, Olga, Olga Akimova, and Alfiya Zaripova. "MASS MEDIA MATERIAL IN TRAINING TRANSLATORS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1698.

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Reports on the topic "Mass Education"

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Bazzi, Samuel, Masyhur Hilmy, and Benjamin Marx. Islam and the State: Religious Education in the Age of Mass Schooling. Cambridge, MA: National Bureau of Economic Research, May 2020. http://dx.doi.org/10.3386/w27073.

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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Clark-Wilson, Alison, Shakil Ahmed, Tom Kaye, and Asma Zubairi. A Theory of Change for Teachers towards a Technology-Enhanced Education System in Bangladesh. EdTech Hub, March 2022. http://dx.doi.org/10.53832/edtechhub.0088.

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In November 2020, UNICEF requested support from EdTech Hub to help the Government of Bangladesh improve the reach, effectiveness, and inclusiveness of the programme of activities proposed in the government’s Covid-19 Response and Recovery Plan: Education Sector (⇡Ministry of Primary and Mass Education, 2020). At that time, this plan led to a wide and diverse range of programmes initiated by the government and other stakeholders. As a result, EdTech Hub worked with the government and other stakeholders to rapidly create A Theory of Change (TOC) for a technology-enhanced education system (⇡Clark-Wilson et al., 2021). While acknowledging that parents, caregivers, teachers, school, and community leaders are also key stakeholders, the first TOC focused on learners as, ultimately, the desired impacts of a technology-enhanced education system are directed towards learners’ educational outcomes. One recommendation of the earlier working paper was that a TOC should also be developed that focused on teachers as key agents in the development of a technology-enhanced education system for the country. The process to develop this second TOC comprised a desktop review, interviews, and two stakeholder consultation workshops. The resulting teacher-centred TOC draws on existing theory and practice as well as stakeholders’ assumptions of how the evolving technology-enhanced teacher professional development offer might achieve its goals — and what conditions need to be in place to achieve this. This working paper documents and explains the teacher-centred TOC. An output of the EdTech Hub, https://edtechhub.org
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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Severin, Eugenio, and Christine Capota. One-to-One Laptop Programs in Latin America and the Caribbean: Panorama and Perspectives. Inter-American Development Bank, April 2011. http://dx.doi.org/10.18235/0008835.

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The introduction of technology in education is gaining momentum worldwide. One model of incorporating technology into education that has gained tremendous traction in Latin America and the Caribbean is One-to-One computing. The term "One-to-One" refers to the ratio of digital devices per child so that each child is provided with a digital device, most often a laptop, to facilitate learning. The objective of this document is to provide an overview of One-to-One implementations with a regional focus on Latin America and the Caribbean. It also proposes a systemic approach to improve the quality of education in contexts of mass laptop distributions to students and teachers.
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Paslavskyi, Ihor. Осучаснення журналістської освіти в Україні та її адаптація до потреб редакційних колективів. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11737.

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The article examines the current state of journalism education. The creative training of editorial teams is an essential asset of the university format. It is underlined that the country’s leading universities with highly intellectual professorial and teaching personnel potential and a modern laboratory base prepare journalist personnel. It was indicated that the transformation of modern journalism education lost dynamism due to outline reasons. It is only partially designed for the growing needs of editorial teams, and there is an urgent need for systemic reform of the entire higher education and journalism higher education as a separate segment. It has been proven that the Ukrainian information business in printed, broadcast and network formats is not a type of classical type of business, as it does not develop according to market, competitive principles that provide for profitability and economic independence, but is actually unprofitable, low-profit and subsidized. Keywords: journalism education, Specialization for Journalists. mass media, editorial teams, information space, higher professional education.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Szabó, Bianka Emese. China’s Increasing Presence in the ICT Sector in Serbia. Külügyi és Külgazdasági Intézet, 2021. http://dx.doi.org/10.47683/kkielemzesek.ke-2021.19.

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Along with the Serbian government’s statements emphasizing the importance of digitalisation and the need for innovation, China is starting to penetrate sensitive domains in Serbia in terms of national security. This intensifying cooperation also extends to critical assets in the ICT sector, such as digital education, e-governance, biometric mass surveillance, and the 5G network, raising concerns from Western powers. The aim of this analysis is to provide an overview of the projects involved in the cooperation and reflect on the sensitive issues that could lead to disagreements between Serbia and its great power allies in the future.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov, and Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3749.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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