Experiential learning and journalism education

Abstract

Purpose The purpose of this paper is to detail research into experiential learning and journalistic practice in the Department of Journalism Studies at the University of Sheffield. Design/methodology/approach This paper explores a range of themes and issues stemming from the application of an experiential learning approach to postgraduate journalism education at the University of Sheffield. Following the experiential learning exercise, a number of semi‐structured interviews were conducted with students and teaching staff in order to get an insight into their perceptions and experiences of the learning exercise. Findings The development of experiential learning programmes within journalism education provides valuable experiences that simulate the real world of journalism practice. Further reflective research work would be required to embed such learning approaches within journalism practice modules across the UK. Practical implications Embedding experiential learning exercises within vocationally orientated MA programmes requires reflective and ongoing curriculum development. Moreover, the establishment of more reflective elements within programmes will aid the research process in future explorations of this type. Originality/value Research on experiential learning on postgraduate journalism programmes within a British context is minimal. The research hopes to stimulate further work in this area.

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