Digital storytelling in the world economy classroom
This study aims to share the digital storytelling experience of higher education teachers including those using English as a Medium of Instruction. The methodology consists of giving a task to 130 students of bachelor course divided into 29 creative groups. Students created video stories on prearran...
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EDP Sciences
2021
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| Acceso en línea: | https://doaj.org/article/cd17bf99d1314009af086114109789b1 |
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oai:doaj.org-article:cd17bf99d1314009af086114109789b12021-12-02T17:15:50ZDigital storytelling in the world economy classroom2261-242410.1051/shsconf/202112504006https://doaj.org/article/cd17bf99d1314009af086114109789b12021-01-01T00:00:00Zhttps://www.shs-conferences.org/articles/shsconf/pdf/2021/36/shsconf_tlm2021_04006.pdfhttps://doaj.org/toc/2261-2424This study aims to share the digital storytelling experience of higher education teachers including those using English as a Medium of Instruction. The methodology consists of giving a task to 130 students of bachelor course divided into 29 creative groups. Students created video stories on prearranged topics concerning the world economy agenda. We focused on analyzing the stages of project creation and the role of a teacher in the process, drivers of successful implementation of the digital storytelling, and compared the effectiveness of different types of classwork with digital storytelling. Thus, we conclude that such factors as the cohesion of the creative groups, ability to use video editing instruments and distribution of the tasks between members in the initial stages play the least important role in the successful implementation of the task, but at the same time can be most easily influenced and course-corrected by a teacher. The research also demonstrated that the potential to connect the topic with the own interests of the creative group, ability to present the result of work publicly and interest in the topic were the main drivers for success and involvement. Those are the characteristics of the generation Z, and we strongly believe that the teachers of higher education should consider the findings we present in the results section. It is also revealed that digital storytelling, despite being time-consuming, has a more emotional influence on students and gives them more satisfaction after a presentation.Mincicova Valerija SergeevnaOgloblina Elizaveta ValentinovnaNaushabaeva Asem HekimogluEDP Sciencesarticlehigher educationdigital educationdigital storytellingworld economy studiesteaching gen zstudent-centered pedagogySocial SciencesHENFRSHS Web of Conferences, Vol 125, p 04006 (2021) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN FR |
| topic |
higher education digital education digital storytelling world economy studies teaching gen z student-centered pedagogy Social Sciences H |
| spellingShingle |
higher education digital education digital storytelling world economy studies teaching gen z student-centered pedagogy Social Sciences H Mincicova Valerija Sergeevna Ogloblina Elizaveta Valentinovna Naushabaeva Asem Hekimoglu Digital storytelling in the world economy classroom |
| description |
This study aims to share the digital storytelling experience of higher education teachers including those using English as a Medium of Instruction. The methodology consists of giving a task to 130 students of bachelor course divided into 29 creative groups. Students created video stories on prearranged topics concerning the world economy agenda. We focused on analyzing the stages of project creation and the role of a teacher in the process, drivers of successful implementation of the digital storytelling, and compared the effectiveness of different types of classwork with digital storytelling. Thus, we conclude that such factors as the cohesion of the creative groups, ability to use video editing instruments and distribution of the tasks between members in the initial stages play the least important role in the successful implementation of the task, but at the same time can be most easily influenced and course-corrected by a teacher. The research also demonstrated that the potential to connect the topic with the own interests of the creative group, ability to present the result of work publicly and interest in the topic were the main drivers for success and involvement. Those are the characteristics of the generation Z, and we strongly believe that the teachers of higher education should consider the findings we present in the results section. It is also revealed that digital storytelling, despite being time-consuming, has a more emotional influence on students and gives them more satisfaction after a presentation. |
| format |
article |
| author |
Mincicova Valerija Sergeevna Ogloblina Elizaveta Valentinovna Naushabaeva Asem Hekimoglu |
| author_facet |
Mincicova Valerija Sergeevna Ogloblina Elizaveta Valentinovna Naushabaeva Asem Hekimoglu |
| author_sort |
Mincicova Valerija Sergeevna |
| title |
Digital storytelling in the world economy classroom |
| title_short |
Digital storytelling in the world economy classroom |
| title_full |
Digital storytelling in the world economy classroom |
| title_fullStr |
Digital storytelling in the world economy classroom |
| title_full_unstemmed |
Digital storytelling in the world economy classroom |
| title_sort |
digital storytelling in the world economy classroom |
| publisher |
EDP Sciences |
| publishDate |
2021 |
| url |
https://doaj.org/article/cd17bf99d1314009af086114109789b1 |
| work_keys_str_mv |
AT mincicovavalerijasergeevna digitalstorytellingintheworldeconomyclassroom AT ogloblinaelizavetavalentinovna digitalstorytellingintheworldeconomyclassroom AT naushabaevaasemhekimoglu digitalstorytellingintheworldeconomyclassroom |
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