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dc.contributor.authorOlsen, Ragnhild Kristine
dc.contributor.authorOlsen, Gunhild Ring
dc.contributor.authorRøsok-Dahl, Heidi
dc.date.accessioned2022-09-16T13:57:22Z
dc.date.available2022-09-16T13:57:22Z
dc.date.created2022-03-04T10:15:07Z
dc.date.issued2022-03-03
dc.identifier.citationJournalism Practice. 2022, 1-19.en_US
dc.identifier.issn1751-2786
dc.identifier.issn1751-2794
dc.identifier.urihttps://hdl.handle.net/11250/3018526
dc.description.abstractThe physical closure of universities and university colleges due to Covid-19 has accelerated the digitalization of journalism teaching to a record speed. The pandemic, and the severe restrictions on-campus attendance, radically altered J schools’ value proposition to their students, turning the teaching of practical journalistic skills primarily into a forced blended learning experience. This study, through proposing a conceptual model for unpacking value creation dynamics in journalism education, explores this shift and how journalism students responded to it. We find, through applying the model to a multiplatform journalism course at the bachelor level, that the online teaching environment was experienced as being inferior to physical teaching, despite the availability of flexible digital learning resources that students could use at their convenience. Ample opportunities for online interaction between students and teachers were not a satisfactory substitute for physical campus teaching. This study questions how, based on this, face-to-face interaction between journalism students and teachers best can be replaced, especially in terms of creating a safe learning environment and facilitating students’ learning by doing.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofseriesJournalism Practice;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectJournalism educationen_US
dc.subjectCovid-19en_US
dc.subjectPedagogical newsroomsen_US
dc.subjectBlended learningen_US
dc.subjectProposed valuesen_US
dc.subjectPerceived valuesen_US
dc.subjectValue co-creationen_US
dc.titleUnpacking Value Creation Dynamics in Journalism Education. A Covid-19 Case Studyen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 The Author(s)en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1080/17512786.2022.2043767
dc.identifier.cristin2007541
dc.source.journalJournalism Practiceen_US
dc.source.pagenumber1-19en_US


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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