dc.description.abstract |
This qualitative study explored the incorporation of digital media into undergraduate
PR education in Ghana, using UniMAC-GIJ and UPSA as case studies. The study
explored the methods through which PR educators have incorporated digital media into
the curriculum; assessed public relations students' perspectives on this incorporation;
and identified emerging issues in integrating digital media within public relations
education. The study employed Kolb’s experiential learning theory and collected data
through in-depth interviews with PR educators and focus group discussions with
selected PR students. Findings indicate that both universities actively incorporate
digital media courses and topics within their public relations curricula, employing
diverse teaching strategies such as case studies and critiques, practical applications, and
assignments to enhance digital literacy. The educators also utilize digital tools and
platforms including YouTube, Microsoft Teams, Google Meet, Zoom, and WhatsApp
to teach which enhancesstudents' engagement, while equipping them with digital skills.
However, while the students believed that digital media skills were pertinent to public
relations education and industry, they expressed a preference for a more hands-on
approach to learning digital media, suggesting that current methods may not fully meet
their needs for practical experience. The study highlights the multifaceted issues of
integrating digital media into public relations education, encompassing technological,
infrastructural, and pedagogical aspects that need attention and resolution. The study
also suggests strategies to better prepare students for the digital dimensions of the public
relations industry. |
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