| dc.description.abstract | While Internet technologies have gradually transformed
how news is produced and consumed, journalism schools
have been challenged to match the online skills they offer
with industry needs, in order to produce ‘online-ready’
graduates. This study explores the role of selected digital
skills development factors (training content, training
resources, students’ online habits, industry experiences
and online attitudes) in mass communication students’
perceived preparedness for online journalism practice.
The study employs a mixed-methods approach including
a survey of 182 finalist mass communication students
from five Rwandan universities, focus group discussions
and a review of Online Journalism modules. Results
showed positive correlations between the factors and
students’ online journalism preparedness, with industry
experiences, students’ attitudes to online tools and training
resources having the greatest positive correlation. Although training content and online habits had positive
relationship with students’ online journalism preparedness,
these were statistically insignificant. Focus groups
confirmed the importance of these factors in students’
online journalism preparedness but highlighted negative
educator attitudes towards teaching social media to
‘digital natives’, inadequate content and facilities as online
skills development barriers. Ultimately, practical industry
experiences were considered critical in imparting
relevant online skills for future journalists. | en_US |
