Research Article
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Year 2018, Volume: 19 Issue: 4, 90 - 103, 01.10.2018
https://doi.org/10.17718/tojde.471657

Abstract

References

  • Abbott, D., & Wilson, G. (2015). The Lived Experience of Climate Change. Knowledge, Science and Public Action. Cham, CH: Springer International Publishing. Barrett, H. C. (2016). Researching and evaluating digital storytelling as a deep learning tool. Proceedings of Society for Information Technology & Teacher Education International Conference, 647–654. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. doi:10.1007/BF00138871 Biggs, J. (2003). Aligning teaching for constructing learning. The Higher Education Academy, 94(11), 4. doi:10.1063/1.3100776 Biggs, J. (2012). What the student does: teaching for enhanced learning. Higher Education Research & Development, 31(1), 39–55. doi:10.1080/07294360.2012.642839 Bonk, C. J., & Graham, C. R. (2005). The handbook of blended learning : global perspectives, local designs. Pfeiffer. Brey, C. (2007). Guide to Virtual Mobility. Retrieved from http://145.20.178.4/Portals/0/documents/The_Guide_to_Virtual_Mobility.pdf 102 Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46(23), 39–41. Chisholm, J. S., & Trent, B. (2013). Digital Storytelling in a Place-Based Composition Course. Journal of Adolescent & Adult Literacy, 57(4), 307–318. doi:10.1002/jaal.244 de Kraker, J., & Corvers, R. (2014). European Virtual Seminar on Sustainable Development: international, multi-disciplinary learning in an online social network. In U. M. Azeiteiro, W. Leal Filho, & S. Caeiro (Eds.), E-Learning and Education for Sustainability (pp. 117–136). Frankfurt a. M. [u.a.]: Peter Lang. Gibbs, G. (1981). Teaching Students to Learn: A Student-Centered Approach. The Open University, 12 Cofferidge Close, Stony Stratford, Milton Keynes MK11 1BY, England ($3.95). Gubrium, A., & Scott, T. (2010). Teaching and Speaking to Social Change: A Digital Storytelling Approach Addressing Access to Higher Education. Societies Without Borders, 5(2), 126–151. Gubrium, A., & Turner, K. C. N. (2011). Digital Storytelling as an Emergent Method for Social Research and Practice. In S. N. Hess-Biber (Ed.), Handbook of Emergent Technologies in Social Research (pp. 469–491). Oxford: Oxford University Press. Harry, K. (1999, February 25). Higher Education Through Open and Distance Learning. Routledge. doi:doi:10.4324/9780203018569 Hulme, M. (2009). Why We Disagree About Climate Change: Understanding Controversy, Inaction and Opportunity. Cambridge: Cambridge University Press. Jahng, N., Krug, D., & Zhang, Z. (2007). Student achievement in online distance education compared to face-to-face education. European Journal of Open, Distance and ELearning, 10(1), 1–16. Kenney, J., & Newcombe, E. (2011). Adopting a blended learning approach: Challenges encountered and lessons learned in an action research study. Journal of Asynchronous Learning Network, 15(1), 45–57. doi:10.1016/j.sbspro.2014.01.992 Lazarus, R. J. (2009). Super wicked problems and climate change: Restraining the present to liberate the future. Cornell Law Review, 94(5), 1153–1233. Levin, K., Cashore, B., Bernstein, S., & Auld, G. (2012). Overcoming the Tragedy of Super Wicked Problems: Constraining Our Future Selves to Ameliorate Global Climate Change. Policy Sciences, 45(2), 123–152. doi:10.1007/s11077-012-9151-0 Matzat, U. (2013). Do blended virtual learning communities enhance teachers’ professional development more than purely virtual ones? A large scale empirical comparison. Computers and Education, 60(1), 40–51. doi:10.1016/j.compedu.2012.08.006 Mayring, P. (2000). Qualitative Content Analysis. Forum: Qualitative Social Research: Qualitative Methods in Various Disciplines I: Psychology, 1(2), 1–10. Meadows, D. (2003). Digital Storytelling: Research-based Practice. New Media Visual Communication, 2(2), 189–193. Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record, 115(30303), 1–47. Messer, D., & Wolter, S. (2007). Are student exchange programs worth it? Higher Education, 54(5), 647–663. doi:10.1007/s10734-006-9016-6 103 Op de Beeck, I., & Van Petegem, W. (2013). Virtual mobility: An alternative or complement to physical mobility? In ERACON 2011 & 2012 Dual Year Proceedings (pp. 151–160). Cluj-Napoca, Romania . Otto, D. (2014). Studentischer Austausch in der Fernlehre? A digital story! In O. ZawackiRichter, D. Kergel, N. Kleinefeld, P. Muckel, J. Stöter, & K. Brinkmann (Eds.), Teaching Trends 2014 (pp. 137–152). Münster: Waxman Verlag. Otto, D. (2017). Students’ interaction for enhancing learning motivation and learning success: findings from integrating a simulation game into a university course. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), International Technology, Education and Development Conference (pp. 1316–1324). Barcelona, Spain: IATED Academy. doi:10.21125/inted.2017.0045 Petranek, C. F. (2000). Written Debriefing: The Next Vital Step in Learning with Simulations. Simulation & Gaming, 31(1), 108–118. doi:10.1177/104687810003100111 Piaget, J. (1968). Genetic Epistemology. New York [u.a.]: Columbia University Press. Piaget, J. (1980). Strukturalismus. Stuttgart: Klett-Cotta. Robin, B. (2006). The Educational Uses of Digital Storytelling. In C. M. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 709–716). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Robin, B. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220–228. doi:10.1080/00405840802153916 Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17–29. Robin, B., & McNeil, S. G. (2012). What educators should know about teaching digital storytelling. Digital Education Review, 22, 37–51. Schreurs, B., Michielsens, C., Verjans, S., & Van Petegem, W. (2006). Towards sustainable virtual mobility in higher education institutions. Sowa, P. A. (2002). How valuable are student exchange programs? New Directions for Higher Education, 2002(117), 63–70. doi:10.1002/he.49 Tereseviciene, Margarita Volungeviciene, A., & Dauksiene, E. (2011). Curriculum design for virtual mobility - significance of teacher-student interaction. Kaunas. Tereseviciene, M., Volungeviciene, A., & Dauksiene, E. (2013). Fostering Internationalisation in Higher Education by Virtual Mobility. Acta Technologica Dubnicae. doi:10.1515/atd2015-0015 Vriens, M., Petegem, W. Van, & Achten, M. (2010). Virtual Mobility As an Alternative or Complement To Physical Mobility? In Edulearn 10 Proceedings. 2nd International Conference on Education and New Learning Technologies (pp. 6695–6702). Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches. Assessment & Evaluation in Higher Education, 38(4), 477–491. doi:10.1080/02602938.2012.658018 Wende, M. van der (Maria C. (1998). Virtual mobility : new technologies and the internationalization of higher education. Nuffic.

Using Virtual Mobility and Digital Storytelling in Blended Learning: Analysing Students’ Experiences

Year 2018, Volume: 19 Issue: 4, 90 - 103, 01.10.2018
https://doi.org/10.17718/tojde.471657

Abstract

The concept of virtual mobility is increasingly receiving attention in the literature. As one central advantage, virtual mobility enables international and intercultural experiences for non-traditional students regularly found in distance education. However, hitherto there is a lack of empirical data on the students’ experiences with virtual mobility. Moreover, adequate teaching methods and course designs have to be identified which stimulate the students’ learning motivation and learning success. This article addresses these challenges by presenting results from a joint blended learning course of two distance universities. Constructive alignment was used to implement virtual mobility and digital storytelling. The evaluation of the course demonstrates that the students generally value the opportunity for virtual mobility but likewise appreciate face-to-face contact. It also stresses the importance of suitable teaching methods and adequate course designs to spur the students’ collaboration and to achieve the intended learning outcomes.

References

  • Abbott, D., & Wilson, G. (2015). The Lived Experience of Climate Change. Knowledge, Science and Public Action. Cham, CH: Springer International Publishing. Barrett, H. C. (2016). Researching and evaluating digital storytelling as a deep learning tool. Proceedings of Society for Information Technology & Teacher Education International Conference, 647–654. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. doi:10.1007/BF00138871 Biggs, J. (2003). Aligning teaching for constructing learning. The Higher Education Academy, 94(11), 4. doi:10.1063/1.3100776 Biggs, J. (2012). What the student does: teaching for enhanced learning. Higher Education Research & Development, 31(1), 39–55. doi:10.1080/07294360.2012.642839 Bonk, C. J., & Graham, C. R. (2005). The handbook of blended learning : global perspectives, local designs. Pfeiffer. Brey, C. (2007). Guide to Virtual Mobility. Retrieved from http://145.20.178.4/Portals/0/documents/The_Guide_to_Virtual_Mobility.pdf 102 Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46(23), 39–41. Chisholm, J. S., & Trent, B. (2013). Digital Storytelling in a Place-Based Composition Course. Journal of Adolescent & Adult Literacy, 57(4), 307–318. doi:10.1002/jaal.244 de Kraker, J., & Corvers, R. (2014). European Virtual Seminar on Sustainable Development: international, multi-disciplinary learning in an online social network. In U. M. Azeiteiro, W. Leal Filho, & S. Caeiro (Eds.), E-Learning and Education for Sustainability (pp. 117–136). Frankfurt a. M. [u.a.]: Peter Lang. Gibbs, G. (1981). Teaching Students to Learn: A Student-Centered Approach. The Open University, 12 Cofferidge Close, Stony Stratford, Milton Keynes MK11 1BY, England ($3.95). Gubrium, A., & Scott, T. (2010). Teaching and Speaking to Social Change: A Digital Storytelling Approach Addressing Access to Higher Education. Societies Without Borders, 5(2), 126–151. Gubrium, A., & Turner, K. C. N. (2011). Digital Storytelling as an Emergent Method for Social Research and Practice. In S. N. Hess-Biber (Ed.), Handbook of Emergent Technologies in Social Research (pp. 469–491). Oxford: Oxford University Press. Harry, K. (1999, February 25). Higher Education Through Open and Distance Learning. Routledge. doi:doi:10.4324/9780203018569 Hulme, M. (2009). Why We Disagree About Climate Change: Understanding Controversy, Inaction and Opportunity. Cambridge: Cambridge University Press. Jahng, N., Krug, D., & Zhang, Z. (2007). Student achievement in online distance education compared to face-to-face education. European Journal of Open, Distance and ELearning, 10(1), 1–16. Kenney, J., & Newcombe, E. (2011). Adopting a blended learning approach: Challenges encountered and lessons learned in an action research study. Journal of Asynchronous Learning Network, 15(1), 45–57. doi:10.1016/j.sbspro.2014.01.992 Lazarus, R. J. (2009). Super wicked problems and climate change: Restraining the present to liberate the future. Cornell Law Review, 94(5), 1153–1233. Levin, K., Cashore, B., Bernstein, S., & Auld, G. (2012). Overcoming the Tragedy of Super Wicked Problems: Constraining Our Future Selves to Ameliorate Global Climate Change. Policy Sciences, 45(2), 123–152. doi:10.1007/s11077-012-9151-0 Matzat, U. (2013). Do blended virtual learning communities enhance teachers’ professional development more than purely virtual ones? A large scale empirical comparison. Computers and Education, 60(1), 40–51. doi:10.1016/j.compedu.2012.08.006 Mayring, P. (2000). Qualitative Content Analysis. Forum: Qualitative Social Research: Qualitative Methods in Various Disciplines I: Psychology, 1(2), 1–10. Meadows, D. (2003). Digital Storytelling: Research-based Practice. New Media Visual Communication, 2(2), 189–193. Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record, 115(30303), 1–47. Messer, D., & Wolter, S. (2007). Are student exchange programs worth it? Higher Education, 54(5), 647–663. doi:10.1007/s10734-006-9016-6 103 Op de Beeck, I., & Van Petegem, W. (2013). Virtual mobility: An alternative or complement to physical mobility? In ERACON 2011 & 2012 Dual Year Proceedings (pp. 151–160). Cluj-Napoca, Romania . Otto, D. (2014). Studentischer Austausch in der Fernlehre? A digital story! In O. ZawackiRichter, D. Kergel, N. Kleinefeld, P. Muckel, J. Stöter, & K. Brinkmann (Eds.), Teaching Trends 2014 (pp. 137–152). Münster: Waxman Verlag. Otto, D. (2017). Students’ interaction for enhancing learning motivation and learning success: findings from integrating a simulation game into a university course. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), International Technology, Education and Development Conference (pp. 1316–1324). Barcelona, Spain: IATED Academy. doi:10.21125/inted.2017.0045 Petranek, C. F. (2000). Written Debriefing: The Next Vital Step in Learning with Simulations. Simulation & Gaming, 31(1), 108–118. doi:10.1177/104687810003100111 Piaget, J. (1968). Genetic Epistemology. New York [u.a.]: Columbia University Press. Piaget, J. (1980). Strukturalismus. Stuttgart: Klett-Cotta. Robin, B. (2006). The Educational Uses of Digital Storytelling. In C. M. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 709–716). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Robin, B. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220–228. doi:10.1080/00405840802153916 Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17–29. Robin, B., & McNeil, S. G. (2012). What educators should know about teaching digital storytelling. Digital Education Review, 22, 37–51. Schreurs, B., Michielsens, C., Verjans, S., & Van Petegem, W. (2006). Towards sustainable virtual mobility in higher education institutions. Sowa, P. A. (2002). How valuable are student exchange programs? New Directions for Higher Education, 2002(117), 63–70. doi:10.1002/he.49 Tereseviciene, Margarita Volungeviciene, A., & Dauksiene, E. (2011). Curriculum design for virtual mobility - significance of teacher-student interaction. Kaunas. Tereseviciene, M., Volungeviciene, A., & Dauksiene, E. (2013). Fostering Internationalisation in Higher Education by Virtual Mobility. Acta Technologica Dubnicae. doi:10.1515/atd2015-0015 Vriens, M., Petegem, W. Van, & Achten, M. (2010). Virtual Mobility As an Alternative or Complement To Physical Mobility? In Edulearn 10 Proceedings. 2nd International Conference on Education and New Learning Technologies (pp. 6695–6702). Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches. Assessment & Evaluation in Higher Education, 38(4), 477–491. doi:10.1080/02602938.2012.658018 Wende, M. van der (Maria C. (1998). Virtual mobility : new technologies and the internationalization of higher education. Nuffic.
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Details

Primary Language English
Journal Section Articles
Authors

Daniel Otto

Publication Date October 1, 2018
Submission Date June 5, 2018
Published in Issue Year 2018 Volume: 19 Issue: 4

Cite

APA Otto, D. (2018). Using Virtual Mobility and Digital Storytelling in Blended Learning: Analysing Students’ Experiences. Turkish Online Journal of Distance Education, 19(4), 90-103. https://doi.org/10.17718/tojde.471657

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