Digital Story Retelling – Evaluation of a Story-reading Workshop Promoting Open-mindedness in the Community

Chan, Chitat

doi:10.1080/26408066.2019.1684410

Cited by 12 publications

(12 citation statements)

References 44 publications

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“…One of the methods is by adapting the art of story re-telling; videotaping the story telling. Millennial generations today love videos and visuals to make sense of their learning (Chan, 2019).…”

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confidence: 99%

University Students’ Perspectives on Open and Distance Learning (ODL) Implementation Amidst COVID-19

Mathew

Chung

2021

AJUE

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Open and Distance Learning (ODL) has been implemented in universities around the world since decades ago. With COVID-19 pandemic, its implementation has been accelerated globally at an unprecedented speed and haste. Thus, the aim of this paper is to investigate the university students’ perspectives on ODL amidst COVID-19. By using the convenient sampling method, a total of 608 diploma and degree students throughout Malaysia have participated and shared their feedback on ODL implementation. The collected data covered their general feedback and what they enjoyed the most about ODL. Moreover, their recommendations on ODL implementation were analyzed by categorising the responses into different themes. The demographic data was summarized using descriptive analysis. A comparison between the diploma and the degree students’ perspectives is also discussed in the paper. The findings show that most students have positive perceptions on ODL implementation, where positive feedback and fun factors are highlighted by the respondents. Some students indicated that ODL should not be continued in the future semester, due to problems such as poor internet connection, budget constraints and time management issues. Recommendations on improvements for better ODL implementations in the near future are also provided. This study contributes to more effective ODL management by presenting the learners’ perspectives Keywords: Open and Distance Learning (ODL), Online Learning Platforms, Technology, Teaching and Learning, University Students

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confidence: 99%

University Students’ Perspectives on Open and Distance Learning (ODL) Implementation Amidst COVID-19

Mathew

Chung

2021

AJUE

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“…Yuksel-Arslan et al (2016) have articulated that the videotaped story workshop method is a modern way to express the art of storytelling and it involves the use of digital media to create, share and preserve the narrated stories of students. In accordance with the Chan (2019), in today's digital age the technological revolutions have sparked a renaissance in storytelling. Based on that the Apply capacity and capabilities of the young generation in searching and telling stories are far higher than our ancestors.…”

Section: Research Questionmentioning

confidence: 98%

“…Based on that the Apply capacity and capabilities of the young generation in searching and telling stories are far higher than our ancestors. Chan (2019), further stated that we not only have the ability to memorise and recalling videos but also, we can record and create videos on our own. This reflects the interest of the young generation towards the storytelling approach.…”

Section: Research Questionmentioning

confidence: 99%

Videotaped teaching and learning methodology – an experiential learning and action research approach

Murshidi

2020

JIEB

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Purpose This paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges. The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE. Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business. Design/methodology/approach The results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students. The paper used an action research methodology within a university degree course and within the teaching profession. The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use. The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning. The approach mostly used to improve the conditions and practices in a range of social environments. Findings The results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers. Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting. Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling. Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise. Research limitations/implications The above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people. This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners. Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos. Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc. Practical implications The students also stated that initially, they perceived videotape methodology quite challenging; however, with time, they started enjoying this method. Videotaped story workshops, learners easily grasp the idea/knowledge through subtitles, even if the lessons are not delivered in their native language. This aspect results in increasing student’s motivation towards learning new concepts and coordinating with other teams to share knowledge and ideas. The method creates a strong sense of achievement amongst students that serves as a motivational driver for academic performance. The videotaped story workshop method supports student’s learning rate, increases their interest and makes the whole learning process more enjoyable. Social implications The learning experience will improve as students and teachers get comfortable using this videotape learning methodology. The method will be useful in remote learning as in the COVID19 situation and has immense social implications, especially in education. It can extend to most domains and knowledge, teaching scenarios for engineering and business. The research promises to add to the knowledge of blended learning and to the experiential learning approach which is useful to the international business of education and its future. Originality/value The classroom activities videotapes stored in platforms, making it convenient for the students and teachers to browse through at their convenience and to improve on in the future. This videotape method applies to any field of learning such as music, cooking, engineering, language study, business studies as it has the advantage to be transcribed and also captions added for the learners and teachers to understand it better. It can be useful in remote learning situations, also like the current one. It promises to be a more efficient way of learning for the future in education and the education business will benefit from it.

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“…Because human library provided readers with experiential education opportunities (Gamtso et al, 2014), it had been used for assisting in the education of social work (Sen et al, 2016;Chan, 2019;Giesler, 2021), psychiatry (Halder & Mulliez, 2020), politics (Liu, 2014). Li (2021) concluded that the cultural communication and educational function of the library brought new vitality to the development of librarianship.…”

Section: Research Themesmentioning

confidence: 99%

“…Human books shared their life experiences with readers, at the same time, challenged their stereotypes and prejudices towards unknown people, such as minority groups (Groyecka et al, 2019), stigmatized groups (Bagci & Blazhenkova, 2020), LGBT people (Orosz et al, 2016), the disabled (Martínez et al, 2019), and new immigrants (Варшавер et al, 2017). In a broader sense, human library promoted open-mindedness in the community (Chan, 2019). Some intervention studies examined the effects of human library on prejudice reduction.…”

Section: Research Themesmentioning

confidence: 99%

Unveiling knowledge structure and research trends in human libraries: A systematic synthesis of bibliometric, thematic, and content analysis

Fung-Mei¹,

Lin

2022

Preprint

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Background It has been more than 20 years since the inception of the human library in 2000. Because no scholar so far has ever conducted a comprehensive review of the development of the human library, our knowledge about human library research is limited. Purpose This study applied the methodology of systematic review to the literature on human library to understand the development and knowledge structure of the research field. Scope/Method 46 documents on human library were extracted from Scopus according to PRISMA guidelines. Descriptive statistics were obtained through bibliometric analysis. Thematic analysis identified the research themes. Content analysis examined the knowledge structure of human library research. Findings This study clarified major characteristics of human library research, such as top articles and journals, most productive authors and countries, and citations, etc. The themes of human library development, diversity, and oral history formed a research strand that focused on the development and operation of human library. The themes of prejudice reduction and inclusion formed another research strand that was interested in the interaction between human books and readers. Finally, the study proposed a comprehensive framework integrating the major themes and facets relating to human library research. Originality This study conducted a systematic literature review of human library with state-of-the-art of techniques. To the best of the authors’ limited knowledge, to date, the study is the first attempt to combine bibliometric, thematic, and content analysis to study library development in the field of libraries and information science.

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Digital Story Retelling – Evaluation of a Story-reading Workshop Promoting Open-mindedness in the Community

Cited by 12 publications

References 44 publications

University Students’ Perspectives on Open and Distance Learning (ODL) Implementation Amidst COVID-19

University Students’ Perspectives on Open and Distance Learning (ODL) Implementation Amidst COVID-19

Videotaped teaching and learning methodology – an experiential learning and action research approach

Unveiling knowledge structure and research trends in human libraries: A systematic synthesis of bibliometric, thematic, and content analysis

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