Tell Me a Story! Blending Digital Storytelling into Marketing Higher Education for Student Engagement

Autor/inn/en	Spanjaard, Daniela; Garlin, Francine; Mohammed, Hossain
Titel	Tell Me a Story! Blending Digital Storytelling into Marketing Higher Education for Student Engagement
Quelle	In: Journal of Marketing Education, 45 (2023) 2, S.167-182 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spanjaard, Daniela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-4753
DOI	10.1177/02734753221090419
Schlagwörter	Marketing; Story Telling; Teaching Methods; Learner Engagement; Technology Uses in Education; Graduate Students; Educational Benefits; Blended Learning; Cooperative Learning; Business Administration Education; Self Evaluation (Groups); Performance Based Assessment; Task Analysis; Correlation; Cognitive Style + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsertrag; Kooperatives Lernen; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Leistungsermittlung; Aufgabenanalyse; Korrelation; Cognitive styles; Kognitiver Stil
Abstract	Multimodal learning via the use of smart devices, online social interactions, and intuitive communication platforms are fundamentally changing teaching and learning settings. Consequently, educators face unique challenges around student engagement as learners increasingly look to the use of technology-enabled activities for meaningful collaboration. Within this context, this research explores the role of digital storytelling in promoting perceived individual student and group engagement, and how these interact with group functioning, in a postgraduate marketing subject. We evaluate the implementation of this assessment as an avenue to optimize the benefits of the blended learning setting. It contributes to understanding by incorporating the concept of collective, or collaborative engagement where there is a scarcity of research despite the widespread application of group assessment in business education, and marketing education in particular. We employed canonical correlation analysis as an exploratory technique to gain initial insight into its efficacy for student engagement. We contend that digital storytelling shows promise as an inherently social and interactive learning task to provide an authentic assessment for a range of marketing problems. In turn, these attributes provide a stimulating vehicle for student engagement that can promote learning and satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01