The digital environment of journalism has transformed the business of gathering information (Van Der Haak, Parks, & Castells, 2012). This teacher-researcher case study explored the process in which students advance their knowledge within a self-directed university TV Broadcast Journalism course. Journalism is a process to develop a system of production (Robison, 2013) editing video, captioning pictures, creating packages, and interviewing to develop meaning for the audience (Boers, et. al, 2012). Blooms Taxonomy is an imperative instructional tool used within education, but it is not inherently experiential (Hamilton & Klebba, 2011). Anderson and Krathwohl (2001) revised the taxonomy to work more efficient in an active learning environment. The experiential learning approach can change the broadcast journalism classroom and enhance the taxonomy to provide students with advanced knowledge (Murphy, 2007; Hamilton & Klebba, 2011). With the data collected the researcher analyzed the benefits of the taxonomy and experiential learning together within a self-directed learning environment. This study looked at multimodality, in reference to specific audio/visual modes used within the live productions connected to advanced decision making of participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]