مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
Purpose This study explains how educational media can become a community-level learning mechanism capable of supporting enterprising agency and local value creation. It develops a process model, media-enabled community learning conversion, and provides its first empirical grounding within the Lebanese student community, where networked media use is extensive but its educational potential remains unevenly realised. Design/methodology/approach The study combines theoretical development, linking connectivism, informal learning, multimedia cognition and research on enterprising communities, with a quantitative questionnaire survey of 1,156 students enrolled in Lebanese public and private universities. The data were analysed using descriptive and inferential statistics (t-tests, ANOVA and within-subject effects tests). Findings The data empirically validate the upstream portion of the model: the affordances of interactivity, multimodality and accessibility condition cognitive access, while the demand for reliability takes precedence over entertainment. More importantly, they reveal the conversion breaking point: the community is highly connected but weakly generative; 86.51% of respondents have never produced a podcast, and participation remains predominantly receptive. The statistical homogeneity of representations across all sociodemographic variables supports treating the student community as the unit of analysis. Research limitations/implications The cross-sectional design documents the levels of the first three links in the model without testing their causal relationships. The downstream links (brokerage, enterprising agency and community value) remain propositional and call for longitudinal, multi-community research. Practical implications Media organisations, universities, civil society and public authorities should design educational content as a participatory learning system supported by university brokerage, rather than as one-way transmission. Social implications The model identifies a pathway through which educational media can support inclusion, local problem solving and community capacity building in a fragile institutional environment. Originality/value The study reconceptualises educational media from a reception-centred issue into an enterprising community mechanism, introduces the concept of media-enabled community learning conversion and provides its first large-scale empirical grounding.