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152 | Digital Media and Storytelling in Higher Education
able to actively organize their knowledge while expressing their opinions,
and Dorner et al. (2002) emphasized that both the creators and recipients of
digital stories are active, as a recipient is also a co-author for the storyteller,
participating constructively in shaping the narration of his fellow students.
Yuksel et al., (2010) gathered data from 173 educators from around the
world regarding the skills DST developed in their students based on their past
experiences. Forty-five percent of teachers responded that the method supported
the acquisition of the curriculum and improved students’ skills related to writing,
using technology, and using presentation tools. 35% of educators reported that
students developed their ability to research, plan, synthesize, and analyze, and
also showed improved time management habits and the development of a critical
approach to seeking out resources. Teachers also reported the development of
a number of other learning competencies, highlighting the development of
reflective and advanced skills as well as social skills.
The DST approach supports students’ collaboration within and between
groups to solve problems and perform organizational tasks. Discussing digital
stories develops students skills related to questioning and self-expression
(Reyes Torres et al., 2012; Smeda et al. , 2014; Grant & Bolin, 2016). Through
these interactions, students systematize their thoughts more effectively and ask
more critical questions. DST is also an effective way to refine reasoning skills,
as it encourages students to learn constructive criticism. To break the silence
after screening digital stories, Bandi-Rao and Sepp (2014) encouraged group
members to use the following opening phrases in formulating their critique:
“If I were you, I would change that...’, “I feel a little more / less...”. Students
had to learn not to take the criticism of their peers as a personal insult but to
develop an intention to improve. Robin (2006) identifies problem-sensitive
questioning, assertive communication, and the practice of constructive
criticism as the main positive benefits of DST.
Communication with peers, the organization of tasks, and the collision
of opinions which take place in the DST process have a positive effect on
students’ ability to solve problems cooperatively (Smeda et al., 2014), and the
collaborative nature of knowledge organization also improves the ability to
solve problems (Hung et al. 2012; Gould & Schmidt, 2010; Preradovic et al.,
2016). A powerful digital story can provide an answer to a problem while
imparting a personal touch (Janurikné Soltész, 2017) and help students to
use their theoretical knowledge to formulate their research problems (Rambe
and Mlambo, 2014).
DST also has a positive effect on cognitive skills that are important in the
labor market, such as problem sensitivity, situational awareness, creativity,
time management, and goal-oriented resource management (Suwardy et al.,
2013). Time management becomes a more conscious process by following the
steps of DST (Bandi-Rao & Sepp, 2014), and students become able to learn
independently: a key to lifelong learning (Smeda et al., 2014; Robin, 2008).