Special Issue "Technology-enhanced Learning in Media Studies"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 15 April 2019

Special Issue Editor

Guest Editor
Dr. Elissavet Gina Georgiadou

School of Journalism and Mass Communications, Aristotle University of Thessaloniki, Greece
Website | E-Mail
Interests: web-based learning; mobile learning; print media; documentary production; digital media

Special Issue Information

Dear Colleagues,

While most studies around the word report that computer technology can enhance learning, a 2015 global study from the OECD concludes that investing heavily in school computers and classroom technology does not improve pupils' performance. Moreover, Walker, Jenkins and Voce in their article “The rhetoric and reality of technology-enhanced learning developments in UK higher education: reflections on recent UCISA research findings (2012–2016)” published in December 2017 in the Journal of Interactive Learning Environments, review the investment that UK higher education institutions have made in technology-enhanced learning (TEL) services in recent years, and considers the impact this has had on academic practice. Their analysis shows that whilst the range of centrally supported TEL tools and services in support of teaching and learning has increased across the sector, evidence of transformational change in pedagogic practice through their use has been harder to discern. These findings raise questions regarding the unconditional effectiveness of TEL. Does TEL become ineffective when it is layered on top of ineffective education systems? Is pedagogy and learning the key objective, rather than technology, and should drive decision making?

However, beyond these questions lies the fact that students/learners of all ages and capabilities can benefit from technology-based personalized learning environments combined — or not — with face-to-face and online learning. Learners of the 21st century using their technology tools, ranging from personal pcs to mobile devices, access learning content via web-based courseware, massive open online courses, social networking, media-sharing websites, etc.

Media studies—print and digital—is a field that needs to be addressed regarding technology enhanced learning, since it is a field closely related to technology and advanced by technology. This Special Issue will consider whether technology can enhance learning in media studies and could feature research papers, reviews of research studies, technical reports, commentaries, conceptual or opinion pieces. The goal of the Special Issue is to conceptualize and raise attention to the benefits or even drawbacks of technology enhanced learning in media studies.

Dr. Elissavet Gina Georgiadou
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 350 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • print media courseware
  • digital media courseware
  • film studies courseware
  • MOOCs in media studies
  • research methodology on educational courseware
  • media learning resources in social media platforms
  • media design courseware
  • augmented reality in technology enhanced learning

Published Papers (1 paper)

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Open AccessReview Social Media Use in Higher Education: A Review
Educ. Sci. 2018, 8(4), 194; https://doi.org/10.3390/educsci8040194
Received: 14 August 2018 / Revised: 31 October 2018 / Accepted: 1 November 2018 / Published: 5 November 2018
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Nowadays, social networks incessantly influence the lives of young people. Apart from entertainment and informational purposes, social networks have penetrated many fields of educational practices and processes. This review tries to highlight the use of social networks in higher education, as well as
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Nowadays, social networks incessantly influence the lives of young people. Apart from entertainment and informational purposes, social networks have penetrated many fields of educational practices and processes. This review tries to highlight the use of social networks in higher education, as well as points out some factors involved. Moreover, through a literature review of related articles, we aim at providing insights into social network influences with regard to (a) the learning processes (support, educational processes, communication and collaboration enhancement, academic performance) from the side of students and educators; (b) the users’ personality profile and learning style; (c) the social networks as online learning platforms (LMS—learning management system); and (d) their use in higher education. The conclusions reveal positive impacts in all of the above dimensions, thus indicating that the wider future use of online social networks (OSNs) in higher education is quite promising. However, teachers and higher education institutions have not yet been highly activated towards faster online social networks’ (OSN) exploitation in their activities. Full article
(This article belongs to the Special Issue Technology-enhanced Learning in Media Studies)
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