The effectiveness of storytelling on adult learning

Abstract

PurposeAs two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners.Design/methodology/approachThe approach of this paper is one of gathering information from literature written on storytelling and adult learning. The paper is designed to introduce storytelling as an effective tool for adult educators while also pointing out the different types of storytelling and its implications on e‐learning.FindingsThe findings from the literature review completed confirmed the authors' view that storytelling is effective for adult learners.Research limitations/implicationsBecause of the chosen research approach, a more comprehensive qualitative study should be completed to enhance the research on the effectiveness of storytelling on adult learning.Practical implicationsThe paper gives insight as to how some organizations are using storytelling, types of effective storytelling for educators and also the implications of storytelling on e‐learning.Originality/valueThis paper provides resources and information for adult educators and organizations to enhance or implement another way of instructing adult learners. The focus of the paper is to get adult educators and organizations to use storytelling as part of the learning process.

Working as a white adult educator, using our own life stories to explore asymmetries of power and privilege

“…For starters, I interpreted learning as often unintentional or accidental and as something that emerges from the events of our every-day lives, both the significant and the seemingly mundane. A second and connected assumption I made was that by reflecting on these biographies, we can uncover rich, multidimensional and critical insights (hooks 2010, Caminotti and Grey 2012, McCormack 2015, O'Neill 2015.…”

Storytelling in Mentoring: An Exploratory, Qualitative Study of Facilitating Learning in Developmental Interactions

“…Storytelling has received some attention for its applications in adult learning, coaching, faculty development, and management development (Caminotti & Gray, 2012;Carr & Ann, 2011;Shadiow, 2013), and a recent study on mentoring has identified this potential in mentoring exchanges. Chan (2008) sought to understand mentor practices for predoctoral students and noted that "little research has been conducted on the actual practices in a mentoring relationship, [and] it is unclear how mentors fulfill [mentoring] functions" (p. 264).…”

“…Stories are comprised of layers; the external layer focuses on the aspects of the story that is analyzed and dissected into parts, while a story's internal layer focuses more on the actual experience and how that experience conveys an image and/or message (Denning, 2005). Stories can enhance one's perspective, change perceptions, or motivate the listener as they persuade and influence others, create community, transmit knowledge, and share wisdom (Brown, Denning, Groh, & Prusak, 2005;Caminotti & Gray, 2012;Simmons, 2001). It has been said that "we value stories because they are like reports of research projects, only easier to understand, remember, and use" (Klein, 1998, p. 182).…”

Inventing and re-inventing identity: Exploring the potential of mobile learning in adult education

“…Recently, storytelling in adult learning is increasingly being combined with the use of new media; this combination is seen as particularly effective in the job search. In the knowledge society, telling stories linked to one's own professional experiences can become a useful tool to increase adults' personal awareness and visibility (Caminotti and Gray 2012;Malita and Boffo 2010).…”