Edited By Hana S. Noor Al-Deen
Chapter One: Digitally Driving Student Engagement to Improve Pedagogical Outcomes
Digitally Driving Student Engagement TO Improve Pedagogical Outcomes
GWYNETH HOWELL AND ROHAN MILLER
Marketing, advertising, and communication educators face unprecedented challenges as traditional lecture-tutorial methods are transitioned to incorporate or be supplanted by Web 2.0 technologies. A balance needs to be struck for student learning between interpersonal communication, engagement, and knowledge transfer using digital interfaces. Indeed, foresight and planning into the integration of digital and future learning practices should be developed in a manner superior to a university’s building plans as technology is clearly going to be the dominant driver in tertiary education (Guri-Rosenblit, 2010). Arguably, digital learning technologies and back-end infrastructure are already more important in student learning than physical campus structures.
Contemporary marketing, advertising, and communication practices are a perpetual work in progress, rapidly changing with the continuous innovation and introduction of new technologies. While Internet and social media are expected to increase over time, it is difficult to foresee an era when digital (or subsequent) technologies totally supplant face-to-face interaction in most consumer and business journeys. The use of technologies by industry may provide insight into the tertiary education journey that would be presented to students: many educational models would likely incorporate some face-to-face engagement supplemented with an array of digital tools.
However, the roadmap for the future of tertiary marketing, advertising, and communication education seems less conceptually and practically developed than in the “real world” students confront on graduation. So far, “cutting-edge” learning ← 3 | 4 → resources such as...
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