Meta-Methodological Assumptions in Digital Communication: A Cohesive Andragogical Research Competence | ||||
| Journal of Media and Interdisciplinary Studies | ||||
| Articles in Press, Accepted Manuscript, Available Online from 27 March 2024 | ||||
| Document Type: Original Articles | ||||
| DOI: 10.21608/jmis.2023.256910.1021 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Hassan Marrie 
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| Faculty of Mass Communication | ||||
| Abstract | ||||
| The interdependence of andragogy and digital media consumption signifies a transformative shift in adult education. The integration of digital media aligns with andragogy's principles by empowering adults with the autonomy to direct their learning, fostering collaboration, and promoting relevance. As technology advances, educators must remain vigilant in addressing the challenges posed by digital media to ensure that adult learners harness its potential for lifelong learning and professional development (Marrie H, 2022). Nevertheless, it is crucial to recognize the challenges and considerations associated with the integration of digital media in andragogical settings. Issues such as digital literacy, information overload, and the necessity for critical thinking skills become pivotal in navigating the expansive realm of online information (Hartshorne, Friedman, & Anderson, 2018). Hence, educators and instructional designers must meticulously curate digital content and provide guidance to adult learners in developing the skills necessary to discern credible information and navigate the digital learning environment effectively. To attain a cohesive research framework for Andragogy via mediated communication, a media researcher must initially prioritize the philosophical standpoint guiding the investigation. To address the distinct nature of media and andragogy research, a taxonomy of knowledge will determine the complex lens on the methods to be considered regarding the interdisciplinary nature of the research. | ||||
| Keywords | ||||
| Epistemology; Explanatory-Sequential-Design; Exploratory-Sequential-Design; Convergent-Parallel-Design; Mixed-Method-Research | ||||
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