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Global Partners in Education Journal                                                                                            April 2011, Vol.1 No.1, pp. 21-29 

 

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Journalism Education for Contemporary Challenges:  
Global Understanding through Virtual Classroom 

 
Manisha Pathak-Shelat 

 
Niti Desai-Chopra 

 
Maharaja Sayajirao University of Baroda, India 

 
Abstract 

 
This article shares the success story of our participation in East 
Carolina University’s Global Understanding through Virtual 
Classroom (GUVC) Project and reflects upon some key issues 
emerging out of this experience. We were part of the initiative for three 
years (2006-2008) and linked with seven different universities during 
the period. The presentation is from a Journalism Education 
perspective, based on our experience as lead teachers in the project, 
combined with students’ feedback through a focus group discussion 
held with them. The article shares the same spirit with which we 
participated in the project. Our belief that journalism educators need to 
break away from the conventional approach and focus on critical self-
reflection and cultural sensitivity that can improve understanding of 
transnational social and cultural issues, stood reinforced after 
participation in this project. The article seeks to answer the following 
research questions: What are student perceptions of the project with 
reference to educational gains? Does participation in the project have 
any influence on the cultural sensitivity and participants’ attitude about 
other cultures? Has participation enhanced their understanding of 
other cultures? What are the insights from the project with reference to 
future directions of journalism education? We found that despite many 
challenges and some critical issues, ‘Global Understanding through 
Virtual Classroom’ helped future journalists develop cultural sensitivity 
and a comprehensive perspective that are now essential qualities of 
meaningful journalism. We thus remain convinced of the relevance of 
the GUVC Project in today’s constantly evolving global education 
scenario. 

 
Note: The authors wish to thank Prof. Lewis Friedland, Prof. Hemant Shah and the 
Qualitative Research Group at the School of Journalism and Mass Communication, 
University of Wisconsin-Madison for their valuable suggestions during the process of 
writing this paper.  Both the authors have contributed equally in project management 
and writing of this paper. 

Introduction 

Journalists and journalism education programs cannot exist in a vacuum. They are 
products of their time and are shaped by the worlds in which they grow and function. 
Journalism education today has to respond to the changing world scenario 
dominated by globalization, multiculturalism, and exciting new technologies on one 



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side and growing ethnic conflicts, economic inequalities, an endangered environment 
and threats to world peace on the other. Globalization, super efficient transportation, 
and new media technologies like the Internet make the world appear smaller and 
without boundaries. The new generation, especially in Asia, look at themselves more 
as ‘global citizens’ and are ready to navigate territories beyond the familiar. There 
are, however, harsh questions and harsher realities lurking behind the glowing 
façade of globalization and the promises offered by the new media technologies. 
Human dignity, freedom and diversity of expression accompanied by responsibility 
and mutuality between cultures are some of the signs of a healthy global society.  
 
It has been more than three decades since the MacBride commission report (1980), 
Many voices, one world, about imbalances in international communication flows but 
some of the issues addressed there have still remained unresolved. In fact, the pun 
on the original title, Many worlds, one voice, aptly summarizes the current world 
scenario.  “Signatories of People’s Communication Charter are mindful that in spite 
of the so called ‘information revolution,’ today’s reality shows an increasing gap 
between the world’s information-rich and information-poor countries, and between 
the information-rich and information-poor sector within the societies” (Hamelink, 
1994, p.152). Sean O’Siochru, Director General and Treasurer of the MacBride 
roundtable on Communication has pointed out the concerns regarding threats to 
diversity of expression in today’s global society: 

The commercialization of media and concentration of media ownership 
erode the public sphere and fail to provide for cultural and information 
needs, including the plurality of opinions and the diversity of cultural 
expressions and languages necessary for democracy. This occurs not 
only in the conventional media business, but is beginning also to affect 
the Internet. (O’Siochru, 1999, Theme 3: Diversity of expressions).  

 
What is important then to be true citizens of a truly global society is the 
understanding of the world as a mosaic of many different cultures and yet the same 
human concerns; and making the commitment to uphold freedom, dignity and equity 
of citizens. Today we all need to understand how the world is interconnected and to 
appreciate its diversity and complexity. We also have to ensure that the new media 
technologies are used in responsible ways and contribute to democratization of 
communication upholding the “Right to Communicate” mission of The New World 
Information and Communication Order (NWICO). To a great extent, this applies to 
journalism education and working journalists as well. 
 

Background-Participation by the Faculty of Journalism and 
Communication in the Virtual Classroom Project 

 
Journalism education in India saw its beginning more than half a century back.  “The 
first training effort in the Indian sub-continent was by Prof. P. P. Singh at the 
University of Punjab, Lahore (now in Pakistan) during 1941-42” (Eapen, 1991, para. 
2). “In free India it was at Hislop Christian College, Nagpur University that a full-
fledged Journalism Department was organized in 1952-53” (Eapen, 1991, para. 4). 
Today every major University in India boasts of at least one Journalism program, a 
degree or a diploma, and at several prime institutions programs are available up to 
doctoral level. The quality and relevance of these programs, however, have been 
questioned again and again over the years. As Eapen (1991) rightly comments: 



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India has strongly articulated during the 1970s for a New World 
Information and Communication Order (NWICO), but had taken little 
follow-up action in the academic aspects of education in 
communication. Arguments for a new order had to be accompanied by 
efforts at the grassroots level of professional instruction. University 
approaches still remain rather frozen at the pre-NWICO stage. Course 
contents have not substantially changed, nor the books used in support 
of undergraduate and graduate courses. This is not a specifically 
Indian lacuna. The SAARC [South Asian Association for Regional 
Cooperation] region, of which India is an important component, suffers 
from the same maladies. (Eapen, 1991, para. 6)  

 
The Faculty of Journalism and Communication (FJC), the youngest Faculty in the 
Maharaja Sayajirao University of Baroda, Vadodara, in India was established in 
1992. It is one of the youngest journalism education programs in India. In a way this 
late beginning proved to be a blessing in disguise. Right from the beginning the 
Faculty could formulate a curriculum relevant to the contemporary demands and 
developed a cross-media convergent approach to communication education. The 
Global Understanding through Virtual Classroom (GUVC) Project added an 
interesting dimension to the curriculum by introducing a new teaching methodology 
and enhanced international interaction. The one year post-graduate Bachelor’s 
program offered earlier was later in 1997 updated to a full time four semester 
Master’s program. Admission to the limited twenty seats for students is through a 
competitive entrance procedure. Students, most of who are usually fresh graduates, 
have a diverse background. They belong to different states of India, speak different 
languages at home and have their first degree in any of the following subjects: 
sciences, commerce, humanities, fine arts, performing arts, home science, 
languages, or even engineering.  
 
Preparing professional media persons, journalists, communication practitioners or 
researchers is a challenging task today when “change” is the buzzword. It is all the 
more challenging for institutions in developing countries because globalization and 
their own home-scenario often impose contradictory demands. Asian professionals 
today are expected to be successful in the global context and at the same time be 
faithful to their roots, values, culture and socio-economic needs. The aim of the 
Faculty is to produce competent and confident media professionals who are familiar 
with the state of the art information and communication technologies and are also 
adept at technical skills. At the same time, they should also have grounding in finer 
areas like culture, philosophy and ethics. Today’s media professionals need to be 
aware of the local grass root realities but not without an international perspective and 
global world view. 
 
Though students today live in a global society of diverse cultures and customs, their 
understanding of these cultures is often limited to 30-second news clips they see on 
television. The experience of living and studying in other countries is a valuable one 
but due to financial and other limitations it is not possible for most students to do 
that. Under the circumstances it became very interesting for the students as well as 
teachers to participate in the Global Understanding through Virtual Classroom 
Project. 
 



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India-Peru-Gambia-USA Partnership 2006: A Case Study 
 
The GUVC project is designed in such a way that a world cultures course at East 
Carolina University (ECU) gets partnered with three other cultures. While ECU is 
meeting with one culture, the other two cultures are meeting so that students from all 
four countries develop a broad view of the world. Ideally four consecutive weeks are 
devoted to each of three cultures; with three weeks of video link. The warm-up 
process, though, starts much before the actual classes begin. Lead teachers from 
each University play an important role in carrying out the course. The lead teachers 
constantly keep in touch and jointly make decisions about how they would like to 
conduct the course within the broad framework of the project. The course is 
designed in such a way that the lead teachers have flexibility to tailor it to suit the 
needs and resources of their own institutions. The technology support person from 
each university maintains a close link with the partnering university’s tech person.  
 
The FJC, The Maharaja Sayajirao University of Baroda (MSUB), Vadodara, India 
joined the project in 2005. The global understanding curriculum was found highly 
relevant for the students of FJC and it became the first Faculty in the University to 
join the GUVC project. Eighteen students in the first year of the two year Master’s 
degree program in Communication Studies participated in the program. The GUVC 
project was made a part of the core paper on ‘Orientation to Contemporary Society’. 
In the 2005-2006 round, FJC-MSUB, was partnered with East Carolina University 
(ECU), USA, and a university each in Peru (San Ignacio de Loyola University) and 
The Gambia (University of The Gambia). The ECU team visited MSUB to facilitate 
establishment of the infrastructure and plan the logistics and academic aspects with 
university administrators and the lead teachers. The India-USA-Peru-Gambia linking 
was slotted for the spring semester (January to April) 2006.  
 
A Focus Group Discussion (FGD) was conducted with students after the entire 
round of linking, closing ceremony and assessment were over. This gave 
interesting insights into how these students evaluated their experience of their 
participation in the project. Out of 18 Journalism and Communication students who 
participated in the GUVC project, 14 students took part in the focus group 
discussion.  
 
The following three key findings emerged from the discussion that lasted for about 
two hours:  
1.) All the 14 participants agreed that the Global Understanding through 

Virtual Classroom project was highly relevant as part of the 
Journalism/Communication degree program. They also said that given an 
opportunity they would participate in such a program again. (“But without tests 
and logs!!”)  

 
Following are some statements made by students during the FGD, quoted 
verbatim: 
“Journalists create reality for people. Deeper understanding of different 
cultural realities and the process of socio-cultural phenomena are important 
for effective journalism.”  
“Journalists need information, perspective, objectivity and open minds. The 
course helps in developing all the four aspects.”  



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“I learned to become less judgmental and realized that there could be different 
points of view on any issue.”  
“This experience has helped me become a better, more authentic reporter”.  
“The course builds communication skills and confidence level crucial for 
professional journalism.”  
 
On the whole all the students felt that technology in communication was more 
freeing than inhibiting.  

 
2.) All the students described the experience in positive terms. The 

frequently used phrases were: “…a complete learning experience, new 
experience, unique, enriching, interesting, thought provoking, and eye 
opening…, etc.” Students expressed that the course contributed in several 
different ways, viz. providing interesting exposure; increase their knowledge 
and information about Peru, USA and Gambia; increase in their knowledge 
about India;  building a good world perspective as the countries represented 
different continents; breaking certain myths and stereotypes; building 
confidence as communicators, especially communication with foreigners; 
building very good friendships; developing a more accepting (non-judgmental) 
mindset by appreciating the role of social background of a person; improving 
their skills in handling new technologies; and ultimately building their own self-
esteem.   
 
Represented below are a few more quotes of participating students 
expressing their thoughts:  
“Knowing about other cultures was very enriching. Earlier we thought ours is 
the only culturally rich country but Peruvian culture impressed me a lot.”  
“I have started questioning many of our practices. I am experiencing a kind of 
inner conflict since I participated in the program.”  
“It was shocking for me initially when my Gambian partner talked about 
polygamy but then I realized that one could also be happy that way.”  
“We realized that young people everywhere are different and yet so similar!” 
“The interaction helped us know our own country better. Indian diversity was 
very fascinating to our partners and the most difficult for us to explain.” 
“The best part was that everything was one-to-one. It was so much better than 
just reading a book.” 

 
3.)  There were three limiting factors mentioned by participants which in 

their opinion marred the experience to some extent. They were: (a) lack of 
enthusiasm and response of some participants from partner countries, (b) 
technology failure on some occasions, and (c) inadequate time to explore 
certain complex themes to their logical end. Discussions only at the superficial 
level, technological problems, and difficulty in understanding strange accents 
were cited as some limitations of video conferencing. On the contrary, some 
students appreciated the directness of the one to one conversation and the 
spontaneity and holistic discussion made possible by the video conferencing. 
An element of trust, credibility and instant rapport were other benefits of video 
conference. (“It wouldn’t have been the same project sans video 
conferencing.”)   

 



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Students who rated “chat” high appreciated the depth of information shared. 
(“Sometimes even drifting away from the main discussion provided new 
information.”) Students who rated emails high liked the option of being able to 
write at leisure and at length, taking one’s own time and scope for editing. 
They felt that emails provided a better method for systematic information 
sharing.  
 
The emphasis on the one-to-one partnering and correspondence between 
students is indeed a unique concept which worked very well. Eleven out of 14 
students are still in touch with their partners from other countries. All of them 
expect to remain in touch in the future. Five students have acknowledged 
close friendship with at least one partner. 

 
Reflections and Key Issues Emerging Out of the Experience 

 
Our experience of the program clearly supports the observation that the GUVC 
project has successfully provided universities across the world a virtual collaborative 
environment where they can discover, explore and engage between cultures. We 
also found that with globalization and increasing commercialization of media, such 
global projects provide an excellent alternative to hear citizen voices directly with an 
option to discuss, challenge and debate. 
 

Much of the information we receive about the world around us is either 
influenced or controlled by the media, including television, newspapers, 
and radio. Other than information we personally take in, our view of the 
world is largely shaped by the way in which information is presented by 
these media outlets. (Barker, 2005, para. 2)  

 
We look at our students as future media professionals who would consciously or 
subconsciously contribute to the ‘pictures in the head’ of the people about the world 
they have not experienced. If, as media professionals, their own world view is limited 
and hazy, the pictures they paint will also suffer from these limitations. The GUVC 
project has shown a direction towards widening the world view of our future media 
persons. The project not only provided an opportunity for students to learn firsthand 
about three world cultures, but it also gave an excellent opportunity to showcase and 
discuss Indian culture with young citizens from three different countries.  
 
Our 16 years of experience in journalism and communication education has shown 
us that students have always found “hands-on” learning experiences more 
meaningful than only theoretical inputs. Being able to access the latest state of the 
art equipment and understand the entire process of video conferencing, networking, 
use of high-tech cameras and other equipment was of immense benefit to the 
Faculty teachers and students. It was very interesting to observe the students 
struggling to establish their ‘Indian’ identity and in the process discovering fresh 
facets of their own country and culture. Each student in the class was a unique 
combination of several different aspects: a different language, background, socio-
economic stratum, gender, and religion. In that sense, each had a different voice. 
But in global context, each of them was labeled ‘Indian’ and the expectation was of 
hearing one voice, the Indian voice. As one of the students expressed during the 
discussion, “…as a future journalist it was a very valuable training to arrive at some 



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understanding of an issue in the midst of conflicting arguments, each genuine in its 
own right. One could appreciate a situation from many different angles rather than 
gulping down information as simplistic pre-packaged capsules.”  
 
As an offshoot of the GUVC experience, the lead teachers also initiated valuable 
discussion on ‘cultural sensitivity vs. upholding universal human rights and human 
dignity.’ We have realized that while the ‘virtual experience’ is new and has its own 
attraction, very soon virtual classrooms and video conferencing will be common 
learning formats. Theorization, value orientation, acquiring knowledge and the 
application of it all will have to remain the central focus of any academic course. As 
journalism educators we will have to be vigilant about this.  
 
According to a journalism researcher, mass communication educators generally 
adopt one of two distinct approaches to new technologies: incorporation or 
experimentation. Some educators try to incorporate new technologies into existing 
journalistic norms and practices. Brynildssen (2002) quotes Huesca (2000) 
advocating “against ‘mere incorporation.’ Instead, he argues that the academy must 
be willing to reinvent journalism education and experiment with ‘practices that are 
congruent with the imputed properties of cyberspace’.” “Huesca encourages 
educators to be ‘flexible, creative, and open-minded experimenters who are not 
wedded to given conventions of journalism’.” (Brynildssen, 2002, Economic and 
Technological Challenges, para. 3).  
 

Economic and Technological Challenges  
 
In keeping with the idea, we have already experimented with ECU to use the same 
technology in conducting an International Lecture Exchange Program. We 
coordinated for a lecture session with ECU in a way that there were subject experts 
delivering lectures, and a number of approximately 20 students as recipients on both 
ends. The title of the talk we delivered was Development Support Communication in 
India: The Role and Relevance of Traditional and Folk Media. 
 
The first part of the lecture explained the conceptual framework of Development 
Support Communication, elaborating its relevance for India and also for any country 
dealing with issues of socio-cultural-economic-political change. The second part of 
the lecture gave an overview of traditional and folk media from different regions of 
India and discussed some of the more evolved and popular folk theatre forms. The 
lecture was accompanied by a multi-media presentation including clips of Bhavai (a 
local folk form) performed by students of the FJC. Another lecture delivered in the 
second segment of the session by a Media Law expert traced the history of 
journalism and media laws in India including the new laws and changes made over 
time to suit the changing media scenario and new media technologies. At the ECU 
end, an expert delivered a lecture on The First Amendment and Freedom of 
Expression. Following the lectures there was an interactive session between the 
groups on both sides. This experience turned out to be truly interesting and 
beneficial for everyone involved. Through similar lecture exchanges on varied 
themes, students in different universities can benefit from inputs by teachers from 
different institutions of the world.  
 



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Journalism educators have to give a serious thought to the role of journalists in the 
times to come. Do we want journalists to merely report the events or also participate 
in creating conducive environments for internal and international conflict resolution? 
If journalists are supposed to play a proactive role in world peace and international 
understanding, courses like Global Understanding become an essential part of the 
journalism education. 
 
Howard (2005) pleads a case for conflict-sensitive journalism: 

One doesn’t have to be a war correspondent to recognize that 
journalism and news media can incite violent conflict. … Less 
recognized, however, is the potential for journalism to influence conflict 
resolution. And less resolved is whether it should play that role. Is there 
such a thing as conflict-sensitive journalism? (To be clear, journalism 
here means reporting that seeks international standards of media 
reliability such as accuracy, impartiality or fair balance, and social 
responsibility.) Although [not significantly recognized] in the daily grind 
of news and in journalism education, the reality is that reliable 
journalism contributes to conflict reduction. It is, indeed, automatic or 
innate.” (Howard, 2005, The Case for Conflict Sensitive Journalism, 
para. 1 & 2) 

   
“Reliable reporting, and responsibly written editorials and opinion, do things such as 
establish communication among disputant parties, correct misperceptions, identify 
underlying interests and offer solutions. The media provides an emotional outlet. It 
can offer solutions, and build confidence.” (Howard, 2005, The Case for Conflict 
Sensitive Journalism, para. 4) In our opinion journalism education programs have to 
expand their vision to incorporate conflict sensitive journalism in the near future. The 
Global Understanding through Virtual Classroom project can serve as a basis for the 
technology and course format to facilitate this expansion. 
 
After all, Education and technology have to strive toward the same end goal; that of 
making our world a better place for all. 
 

References 
 
Barker, P. (2005). Large-scale communication. In G. Burgess & H. Burgess (Eds.), 

Beyond intractability. Conflict Research Consortium, University of Colorado, 
Boulder. Retrieved from 
http://www.beyondintractability.org/essay/large_scale_communication/ 

 
Brynildssen, S. (2002). A review of trends in journalism education (ERIC Digest 

#178, EDO-CS-02-09 December 2002). Retrieved from ERIC Clearinghouse 
on Reading, English, and Communication website: 
http://www.indiana.edu/~reading/ieo/digests/d178.html 

 
Eapen, K. E. (1991) Journalism education and textbooks in SAARC countries.         

Retrieved from http://www.uta.fi/textbooks/india_saarc.html [The basis of this 
paper is an IPDC-supported survey conducted by Prof. K.E. Eapen, Prof. B.S. 
Thakur and Dr. B.P. Sanjay during 1989-90 under the auspices of the 
Professional Section of the IAMCR.] 



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Hamelink, C. (1994). Trends in world communication: On disempowerment and self-

empowerment. Penang, Malaysia: Southbound and Third World Network.  
 
Howard, R. (2005). Global journalism ethics: Conflict sensitive journalism in practice. 

Retrieved from Center for Journalism Ethics, School of Journalism & Mass 
Communication, University of Wisconsin-Madison website: 
http://www.journalismethics.ca/global_journalism_ethics/conflict_sensitivity_in_
practice.htm 

 
Huesca, R. (2000). Reinventing journalism curricula for the electronic environment. 

Journalism & Mass Communication Educator, 55(2), 4-15. 
 
MacBride Commission (International Commission for the Study of Communication 

Problems). (1980). Many voices, one world: Towards a new, more just, and 
more efficient world information and communication order. Paris, France: 
United Nations Educational, Scientific and Cultural Organization (UNESCO). 

 
O’Siochru, S. (1999). Voices 21: A global movement for people’s media and 

communications in the 21
st
 Century (Transnational Broadcasting Studies, Issue 

2). Retrieved from the Adham Center for Television Journalism (American 
University in Cairo) website:  
http://www.tbsjournal.com/Archives/Spring99/Documents/Congress/congress.ht
ml 

 
 

About the Authors 
 
Manisha Pathak-Shelat has experience in communication practice, education and 
research, with special interest in civic engagement, development support 
communication, youth media cultures, media education, and gender. Currently she is 
pursuing her second doctorate at the School of Journalism and Mass 
Communication, University of Wisconsin-Madison. She is also involved in a multi 
country youth media participation project sponsored by the Academy of Finland. She 
has taught at universities in India and Thailand. Awards include Shastri Indo-
Canadian Faculty Research Award, Salzburg Seminar fellowship and TATA 
fellowship for research on contemporary India. She can be reached at 
shelat@wisc.edu and manishashelat@gmail.com.  
 
Niti Desai-Chopra is Senior Assistant Professor in the Faculty of Journalism and 
Communication, The M.S.University of Baroda, Vadodara, India. She completed her 
doctorate in 2003, and has over 18 years of experience in teaching and evolving 
Media Education curriculum at the post-graduate level. Her areas of interest include 
Communication Theorization, Development Communication, Information 
Communication Technologies, and contemporary media trends and phenomenon in 
context of Globalization and Cross-Cultural Communication. Recent awards include 
Salzburg Global Seminar Fellowship (2007) and NUFFIC - Netherlands Organization 
for International Cooperation in Higher Education Fellowship (2010).  She can be 
reached at n_chopra1@yahoo.co.in.  


