Digital Storytelling, Student Engagement and Deep Learning in Geography

Autor/inn/en	Ryan, Anne Wally; Aasetre, Jørund
Titel	Digital Storytelling, Student Engagement and Deep Learning in Geography
Quelle	In: Journal of Geography in Higher Education, 45 (2021) 3, S.380-396 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2020.1833319
Schlagwörter	Geography Instruction; Teaching Methods; Outcomes of Education; College Students; Secondary School Students; Learning Activities; Learning Processes; Story Telling; Information Technology; Evaluation Methods; Educational Principles; Ethics; Affective Behavior; Student Attitudes; Technology Integration; Foreign Countries; Case Studies; Narration; Student Evaluation; Norway + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Collegestudent; Sekundarschüler; Lernaktivität; Learning process; Lernprozess; Informationstechnologie; Bildungsprinzip; Ethik; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Ausland; Case study; Fallstudie; Case Study; Schulnote; Studentische Bewertung; Norwegen
Abstract	This study aims to provide insight into the usefulness of integrating digital stories in teaching and learning activities in Geography in higher education. More specifically, to identify how digital stories can enhance deep learning in Geography. Deep learning indicates understanding and creative use of knowledge in new settings, i.e. the highest levels in the revised version of Bloom's taxonomy, a knowledge dimension from factual knowledge to meta-knowledge. Data are based on two evaluation processes: a university student who conducted a process of making digital stories in a class of upper secondary school students, and secondly, by 41 university students who did a two-step evaluation process of these stories. Despite the Norwegian learning context, from which data are obtained, the approaches will largely be recognizable in other countries because of the general learning principles and framework for teaching geographical topics. The study shows that digital storytelling has the potential to improve interactive learning outcome that can enhance ethical and deep learning of geography, including "the affective domain" of how geography is felt and valued. The awareness of integration of technology into the learning process is underlined. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01