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An Online Workshop-Based Digital Storytelling Course Experience in Higher Education: Tools, Opportunities, Challenges, and Suggestions

An Online Workshop-Based Digital Storytelling Course Experience in Higher Education: Tools, Opportunities, Challenges, and Suggestions

Hatice Çıralı Sarıca
Copyright: © 2023 |Pages: 30
ISBN13: 9781668486467|ISBN10: 1668486466|ISBN13 Softcover: 9781668486504|EISBN13: 9781668486474
DOI: 10.4018/978-1-6684-8646-7.ch012
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MLA

Sarıca, Hatice Çıralı. "An Online Workshop-Based Digital Storytelling Course Experience in Higher Education: Tools, Opportunities, Challenges, and Suggestions." Dynamic Curriculum Development and Design Strategies for Effective Online Learning in Higher Education, edited by Kelley Walters, IGI Global, 2023, pp. 220-249. https://doi.org/10.4018/978-1-6684-8646-7.ch012

APA

Sarıca, H. Ç. (2023). An Online Workshop-Based Digital Storytelling Course Experience in Higher Education: Tools, Opportunities, Challenges, and Suggestions. In K. Walters (Ed.), Dynamic Curriculum Development and Design Strategies for Effective Online Learning in Higher Education (pp. 220-249). IGI Global. https://doi.org/10.4018/978-1-6684-8646-7.ch012

Chicago

Sarıca, Hatice Çıralı. "An Online Workshop-Based Digital Storytelling Course Experience in Higher Education: Tools, Opportunities, Challenges, and Suggestions." In Dynamic Curriculum Development and Design Strategies for Effective Online Learning in Higher Education, edited by Kelley Walters, 220-249. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8646-7.ch012

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Abstract

This study aims to examine the experiences of pre-service teachers during an online workshop-based digital storytelling course and determine their preferred tools for creating digital stories. The study presents a model guided by the ADDIE instructional design approach and workshop-based digital storytelling methodologies proposed by the Story Center. A total of 31 pre-service teachers voluntarily participated in this study, utilizing a combination of asynchronous and synchronous modes of online learning. The findings indicate that this approach allowed pre-service teachers to be more effective and efficient in their work. They reported satisfaction with the tools used throughout the process as they facilitated communication and enhanced workflow. Additionally, engaging in collaboratively group-based workshops enabled them to express themselves more easily while fostering better mutual understanding among participants.

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