Investigating Digital Storytelling as an Assessment Practice in Study Abroad Programs

Persistent Link:
http://hdl.handle.net/10150/577308
Title:
Investigating Digital Storytelling as an Assessment Practice in Study Abroad Programs
Author:
Buckner, Melody J.
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study investigated digital storytelling as a meaningful and effective assessment instrument and practice for faculty-led study-abroad programs. The research was prompted by critiques from faculty and staff members citing study abroad programs in higher education lack the academic rigor of traditional course work and that study abroad sites are not "all it should or could be" (Bok, 2006; Engle, 1986; Hoffa, 2007; Van Berg, 2003, 2009). Through a qualitative research approach, a digital storytelling project was administered as an assessment tool over four summers in one study abroad program, and then expanded to three additional study abroad programs differing in locations and disciplines. The research questions explored ways in which digital storytelling not only influence the learning outcomes and experiences of students, but also touch on the building of students' personal identity. The study revealed digital storytelling to be a method conducive to demonstrating and assessing personal and academic learning outcomes through a dynamic, introspective, reflective and organic process that concluded with a digital artifact. Digital storytelling as a tool and process allowed students to become more engaged and to take ownership in their own learning while participating in a study abroad program. This study contributes much needed research related to digital storytelling as an assessment practice for measuring not only identity building, but particularly, as a method for assessing academic learning outcomes in summer faculty-led study-abroad programs.
Type:
text; Electronic Dissertation
Keywords:
Digital Storytelling; Study Abroad; Language, Reading & Culture; Assessment
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading & Culture
Degree Grantor:
University of Arizona
Advisor:
Nicholas, Sheilah; Ruiz, Richard

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleInvestigating Digital Storytelling as an Assessment Practice in Study Abroad Programsen_US
dc.creatorBuckner, Melody J.en
dc.contributor.authorBuckner, Melody J.en
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractThis study investigated digital storytelling as a meaningful and effective assessment instrument and practice for faculty-led study-abroad programs. The research was prompted by critiques from faculty and staff members citing study abroad programs in higher education lack the academic rigor of traditional course work and that study abroad sites are not "all it should or could be" (Bok, 2006; Engle, 1986; Hoffa, 2007; Van Berg, 2003, 2009). Through a qualitative research approach, a digital storytelling project was administered as an assessment tool over four summers in one study abroad program, and then expanded to three additional study abroad programs differing in locations and disciplines. The research questions explored ways in which digital storytelling not only influence the learning outcomes and experiences of students, but also touch on the building of students' personal identity. The study revealed digital storytelling to be a method conducive to demonstrating and assessing personal and academic learning outcomes through a dynamic, introspective, reflective and organic process that concluded with a digital artifact. Digital storytelling as a tool and process allowed students to become more engaged and to take ownership in their own learning while participating in a study abroad program. This study contributes much needed research related to digital storytelling as an assessment practice for measuring not only identity building, but particularly, as a method for assessing academic learning outcomes in summer faculty-led study-abroad programs.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectDigital Storytellingen
dc.subjectStudy Abroaden
dc.subjectLanguage, Reading & Cultureen
dc.subjectAssessmenten
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineLanguage, Reading & Cultureen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorNicholas, Sheilahen
dc.contributor.advisorRuiz, Richarden
dc.contributor.committeememberNicholas, Sheilahen
dc.contributor.committeememberRuiz, Richarden
dc.contributor.committeememberGilmore, Perryen
dc.contributor.committeememberJohnson, Christopheren
dc.contributor.committeememberWyman, Leisyen
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