Re-framing the Use of Technology Enhanced Learning in Public Relations

Leanne Glenny, Fae Heaselgrave


As universities increasingly embrace technology enhanced learning (TEL)
environments, students of communication and public relations face parallels in their
use of technology for study and for professional practice that are not typically faced in other disciplines. This paper argues that a re-framing of the thinking about how technology is used in public relations education could have a positive impact on both the learning outcomes and the subsequent professional practice of graduates. It explores the value of viewing new communication technologies as tools to enhance learning, embracing them as ‘extensions of ourselves’ (McLuhan 1964, p. 7) and embedding this approach in teaching to model good communication
practice and build learner self-determination.


technology enhanced learning, public relations, education, self-determination

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The University of Newcastle
ISSN - 1839-8227