Oldal 153 [153]
OCR
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).
