1.
New
Media
-­‐
the
challenge
for
traditional
media,
advertisers
and
communicators
-­‐
Erasmus
Course
Evaluation
Lecturer:
Ana
ADI
Session
2011/2012
Semester
2
–
May
2012

2. At
the
end
of
the
New
Media
course,
the
25
participating
students
were
asked
to
take
a
survey
in
order
to
evaluate
the
New
Media
course
together
with
the
lecturer’s
method,
approach
and
enthusiasm.
The
evaluation
survey
was
accessible
online
leaving
students
with
the
option
of
taking
it
at
their
own
pace
and
in
the
absence
of
the
lecturer.
To
avoid
bias,
students
were
asked
to
submit
their
answers
before
their
final
grades
were
delivered.
15
out
of
the
total
of
25
participating
students
in
the
course
took
the
survey,
offering
responses
from
60%
of
the
course
participants.
The
survey’s
structure
of
the
previous
semesters
has
been
maintained.
Overall,
66.6%
of
the
responding
students
(10
out
of
the
15
respondents)
found
the
course,
the
overall
content
and
the
overall
teaching
effectives
as
“excellent”.
All
other
answers
recorded
rated
the
course
as
“very
good”
or
“good”.
1.
Overall
course
evaluation
results
Asked
to
evaluate
specific
aspects
of
the
course
or
the
teaching
process,
the
students
responses
confirm
the
high
evaluations
of
the
overall
course
as
most
of
their
answers
provide
“excellent”
or
“very
good”
ratings.
The
lecturer’s
enthusiasm
was
rated
by
the
majority
of
students
as
“excellent”
followed
by
equal
evaluations
of
“the
lecturer’s
use
of
technology”,
“the
lecturer’s
availability
to
offer
extra
help
when
asked”
(80%,
12
out
of
15),
“the
lecturer’s
use
of
examples
and
illustrations”
and
“the
lecturer’s
ability
to
present
alternative
explanations”
(73.3%,
11
out
of
15).
This
indicates
that
the
lecturer’s
support
is
not
only
needed
but
also
very
appreciated
when
the
course
is
problem-­‐based
and
the
students’
learning
is
the
result
of
an
exploratory
yet
applied
process.

3. 2.
Specific
course
elements
evaluation
Among
other
aspects
of
the
course
evaluated
were
the
relevance
and
usefulness
of
the
course
content
(60%
excellent,
9
out
of
15),
the
balance
between
theory
and
practice
(46.6%
excellent
–
7
out
of
15
-­‐
and
53.3
very
good
–
8
out
of
15)
and
the
use
of
class
time
(40%
excellent,
40%
very
good
–
6
out
of
15).
3.
Other
course
dimensions
evaluated

4.
Three
qualitative
questions
were
part
of
the
survey
as
well.
They
aimed
to
determine
the
areas
that
students
most
liked
or
disliked
as
well
as
identify
elements
that
students
would
have
wanted
the
course
to
cover.
Even
with
the
course
covering
7
sessions
at
a
total
of
24
hours
of
contact,
some
students
still
suggested
the
course
to
take
even
longer
or
to
be
scheduled
in
such
a
way
as
to
provide
them
with
some
decompression
and/or
reflection
time.
With
regards
to
the
content
covered,
the
students
answering
the
qualitative
questions
indicated
a
desire
to
generate
marketing/advertising
campaigns.
With
more
students
coming
from
a
business
background,
this
suggestion
is
not
surprising.
Two
students
suggested
that
the
impact
of
new
media
on
journalism
practice
assignment
would
be
replaced
with
something
else,
another
writing
for
the
web
activity
being
suggested
as
an
alternative.
4.
Suggested
improvements
One
the
changes
suggested
makes
reference
to
the
new
media
impact
on
journalism
day
and
practice.
Taking
into
account
that
most
students
in
this
semester
had
a
background
in
business
and/or
business
administration,
their
suggestion
reflects

5. their
different
subject
interests
as
well
as
their
contact
with
journalism.
However,
discussing
about
creative
industries
and
new
media
production
and
influence
without
making
reference
to
journalism,
citizen
journalism
would
depict
an
incomplete
picture.
Finally,
among
the
things
the
students
liked
the
most
were
the
interactivity
of
the
course,
the
social
media
audit
exercise
and
the
perceived
expertise
of
the
lecturer.
5.
“What
did
you
like
more
about
this
course”
answers
Observations
and
Conclusions:
All
the
answers
given
to
the
questions
asked
are
in
the
higher
positive
range
with
the
majority
being
in
the
range
of
very
good
and
excellent.
The
areas
marked
the
students
as
being
excellent
(obtaining
also
the
majority
vote)
were:
• The
relevance
and
usefulness
of
the
course
content
(60%)
• The
lecturer’s
interest
in
whether
they
learned
(53.3%)
• The
lecturer’s
enthusiasm
(86.6%)
• The
lecturer’s
use
of
technology
(80%)

6. • the
lecturer's
encouragement
given
to
you
to
express
yourself
(66.6%)
The
practical
aspects
of
the
course
were
mentioned
as
strong
points
of
the
course
and
good
learning
experiences.
It
should
be
noted
that
this
semester
featured
two
individual
assignments
and
one
teamwork
project.
To
showcase
the
student’s
assignments
the
students
chose
wordpress
as
their
showcase
platform:
http://kathonewmedia.wordpress.com
The
students
final
projects
will
also
be
shown
on
in
this
space.
It
is
notable
that
many
of
the
students
indicate
as
an
important
factor
the
lecturer’s
enthusiasm
and
support.
As
with
previous
semesters,
this
shows
reiterates
the
potential,
if
not
the
need,
for
courses
to
be
delivered
in
a
more
interactive
way
where
students
are
constantly
given
challenges
to
solve
together
with
the
lecturer.
Having
a
problem-­‐based
learning
approach
in
this
case
is
perhaps
the
best
solution,
ensuring
the
students
apply
and/or
discover
the
content
they
need
in
order
to
fulfil
their
tasks.
Recommendations
and
suggestions:
Taking
into
account
the
students’
observations
and
in
an
attempt
to
make
a
link
to
the
areas
determined
in
the
course
evaluation
as
having
a
potential
for
improvement
it
is
suggested:
• Extended
encouragement
to
use
alternative
platforms
• Extend
the
discussion
to
hardware
changes
and
impact
• Present
the
journalism
day
in
a
different
light
to
make
it
relevant
to
business
students.