Examining the Use of Online Storytelling as a Motivation for Young Learners to Practice Narrative Skills

Autor/in	Beckmann Wells, Patricia
Titel	Examining the Use of Online Storytelling as a Motivation for Young Learners to Practice Narrative Skills
Quelle	(2013), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-6643-4
Schlagwörter	Hochschulschrift; Dissertation; Story Telling; Language Skills; Oral Language; Home Schooling; Student Motivation; Social Development; Statistical Analysis; Assignments; Surveys; Electronic Mail; Persistence; Video Technology; Curriculum; Decision Making; Teacher Role; Self Efficacy; Online Courses; Technology Uses in Education; Educational Technology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Schulische Motivation; Soziale Entwicklung; Statistische Analyse; Assignment; Auftrag; Zuweisung; Survey; Umfrage; Befragung; Elektronischer Briefkasten; Ausdauer; Curricula; Lehrplan; Rahmenplan; Decision-making; Entscheidungsfindung; Lehrerrolle; Self-efficacy; Selbstwirksamkeit; Online course; Online-Kurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien
Abstract	The purpose of this exploratory study was to examine the use of online storytelling as a motivation for young learners to practice narrative skills, measured through active choice, persistence and mental effort (Pintrich & Schunk, 2002). Web analytics was used to track 24 home schooled participants of an online application to teach a 21st century skill driven curriculum consisting of character driven plot story construction in a social learning environment. Additional quantitative data was collected by assignment submissions, a survey, and email exchanges with the participants. The results showed that 79.2 percent choose to engage with the application as an indicator of active choice. However, only 20.8 percent of users completed the full curriculum as an indicator of persistence by submitting a final story video. Indicator Mental Effort revealed that one fifth of the total study participants completed the scaffolded curriculum by submitting a final assignment video. Additional data suggested that curiosity may have an influence on active choice. Indicator Persistence infers that technology problems may have hampered persistence, though one outlier exhibited flow by completing the curriculum twice. As suggested by the literature, the results of this study revealed that interest was related to intrinsic motivation and engagement with the media. Additionally, instructor led feedback videos may play a role in helping learners to develop self-efficacy. This exploratory study demonstrates how meaningful measures of motivation may be used in online learning environments. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01