Online citations, reference lists, and bibliographies.
← Back to Search

Training Factors As Predictors Of Students’ Self-Efficacy Beliefs For Online Journalism Practice

J. Njuguna
Published 2020 · Psychology

Save to my Library
Download PDF
Analyze on Scholarcy Visualize in Litmaps
Reduce the time it takes to create your bibliography by a factor of 10 by using the world’s favourite reference manager
Time to take this seriously.
Get Citationsy
The advent of Internet technologies has heralded new skill demands in the media industry. Since journalism education mainly takes its cue from industry trends, media training institutions are now forced to adjust their curricula and teaching styles to produce online-ready graduates. Drawing on aspects of self-efficacy theory, this correlation study employs a questionnaire to explore how different training factors influence students’ self-efficacy beliefs for online journalism work. A sample of 182 mass communication students from five Rwandan universities participated in the study. Results showed that the training factors explained 29.7% of the variance in the respondents’ self-efficacy beliefs for online journalism work, with positive correlations between all the training factors and the students’ self-efficacy. In particular, the types of online skills (β =.069) and availability of teaching facilities (β=.076) contributed a larger part of the online self-efficacy beliefs than teaching styles (β=.018). These results showed that training factors have a role in boosting students’ beliefs in their capacity to execute online journalism tasks in the industry. Results suggested that journalism educators especially need to enhance different online journalism teaching approaches in order to better develop future professionals who are online-confident for the workplace.
This paper references
Statistics: An Introductory Analysis
T. Yamane (1965)
Statistics: An introductory analysis, (2nd ed.)
T. Yamane (1967)
Social Foundations of Thought and Action: A Social Cognitive Theory
A. Bandura (1985)
Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction
Y. Joo (2000)
Leveraging the digital media habits of the millennials: Strategies for teaching journalism courses
C. B. Schwalbe (2009)
Welcome to a dying industry, journalism grads
B. Ehreneich (2009)
Opportunities for Journalism Education in an Online Entrepreneurial World
S. Quinn (2010)
Journalism Students' Experience of Mobile Phone Technology: Implications for Journalism Education
P. Bethell (2010)
Harnessing New Technologies to Teach Academic Writing to the Net Generation
S. Wiebe (2010)
Journalism and mass communication education: The impact of technology on pedagogy
M. Seelig (2010)
Online journalism meets the university: ideas for teaching and research
Ramón Salaverría (2011)
Theorizing Journalism Education, Citizenship, and New Media Technologies in a Global Media Age
P. Mihailidis (2011)
Blogs bother me: Social media, journalism students and the curriculum
M Hirst (2011)
How to Kill a Journalism School
M. McDevitt (2012)
Digital Competence in Practice : An Analysis of Frameworks
Файл загружен (2012)
From Convergence to Connectivism: Teaching Journalism 2.0
R. Boers (2012)
Students’ writing self-efficacy, motivation, and experience: Predictors in journalism education
M. B. Broaddus (2012)
Help wanted 2010: An examination of new media skills required by top U.S. news companies
D. Wenger (2012)
Annual survey of mass communication enrolments: enrolments decline for second year in a row
L. Becker (2012)
Graduate qualities and journalism curriculum renewal: balancing tertiary expectations and industry needs in a changing environment
S. Tanner (2013)
Teaching "Journalism as Process": A Proposed Paradigm for J-School Curricula in the Digital Age
S. Robinson (2013)
The Myth of the Tech-Savvy Student: The Role of Media Educators in a Web 2.0 World
Jamie Switzer (2013)
Journalism in the Age of Digital Technology
V. Kaul (2013)
Collaborative learning in digital journalism: using Jcollab for journalists’ education
K. Alves (2014)
Does technology empower urban youth? The relationship of technology use to self-efficacy
D. Shank (2014)
Curriculum Development in the Digital Age of Journalism
R. S. Wotkyns (2014)
Teaching social media journalism: Challenges and opportunities for future curriculum design
S E.Bor (2014)
Competencies for future newsrooms in Australia: a mid-career learning strategy for journalists
P. Iyer (2015)
Developing and Assessing Experiential Learning Opportunities
C. Royal (2015)
Digital Competence in the Knowledge Society
Eliana Gallardo-Echenique (2015)
Doing it for real: designing experiential journalism curricula that prepare students for the new and uncertain world of journalism work
Jeanti S St Clair (2015)
Hanan Ahmad Aifan (2015)
Quality Work-Life as predictor to Organisational Commitment under contrasting Leadership Styles: I.T Responses from Pakistan's private software houses
Riffat Faizan (2016)
Media Convergence: A Paradigm Shift in Journalism Education in Nigeria
Oluchi Emma-Okoroafor (2016)
Training report on web design and maintenance for Rwandan journalists
Media High Council (2016)
Undergraduate perceptions of social media proficiency and graduate employability: A pilot study
Karen Sutherland (2017)
Developing Digital Skills and Competences: A Quick-Scan Analysis of 13 Digital Literacy Models
Catalina Iordache (2017)
A Social Web Based Pedagogical Strategy for Teaching Journalism in Higher Education
C. Patrão (2018)
“We’ve Lost the Basics”: Perceptions of Journalism Education From Veterans in the Field
P. Ferrucci (2018)
Rwanda Media Barometer (2018)
Rwanda Governance Board (2018)
Effective Experiences: A Social Cognitive Analysis of Young Students’ Technology Self-Efficacy and STEM Attitudes
Kuo-Ting Huang (2020)
Local media mulls survival in digital age
C Mwai

This paper is referenced by
Semantic Scholar Logo Some data provided by SemanticScholar