Tell Me a Story! Blending Digital Storytelling Into Marketing Higher Education for Student Engagement

Spanjaard, D; Garlin, F; Mohammed, H

Tell Me a Story! Blending Digital Storytelling Into Marketing Higher Education for Student Engagement

Spanjaard, D

Garlin, F Mohammed, H

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Publisher:: SAGE Publications
Publication Type:: Journal Article
Citation:: Journal of Marketing Education, 2023, 45, (2), pp. 167-182
Issue Date:: 2023-08-01

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Field	Value	Language
dc.contributor.author	Spanjaard, D https://orcid.org/0000-0002-4021-368X
dc.contributor.author	Garlin, F
dc.contributor.author	Mohammed, H
dc.date.accessioned	2024-03-09T20:07:20Z
dc.date.available	2024-03-09T20:07:20Z
dc.date.issued	2023-08-01
dc.identifier.citation	Journal of Marketing Education, 2023, 45, (2), pp. 167-182
dc.identifier.issn	0273-4753
dc.identifier.issn	1552-6550
dc.identifier.uri	http://hdl.handle.net/10453/176405
dc.description.abstract	Multimodal learning via the use of smart devices, online social interactions, and intuitive communication platforms are fundamentally changing teaching and learning settings. Consequently, educators face unique challenges around student engagement as learners increasingly look to the use of technology-enabled activities for meaningful collaboration. Within this context, this research explores the role of digital storytelling in promoting perceived individual student and group engagement, and how these interact with group functioning, in a postgraduate marketing subject. We evaluate the implementation of this assessment as an avenue to optimize the benefits of the blended learning setting. It contributes to understanding by incorporating the concept of collective, or collaborative engagement where there is a scarcity of research despite the widespread application of group assessment in business education, and marketing education in particular. We employed canonical correlation analysis as an exploratory technique to gain initial insight into its efficacy for student engagement. We contend that digital storytelling shows promise as an inherently social and interactive learning task to provide an authentic assessment for a range of marketing problems. In turn, these attributes provide a stimulating vehicle for student engagement that can promote learning and satisfaction.
dc.language	English
dc.publisher	SAGE Publications
dc.relation.ispartof	Journal of Marketing Education
dc.relation.isbasedon	10.1177/02734753221090419
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1302 Curriculum and Pedagogy, 1505 Marketing
dc.subject.classification	Marketing
dc.subject.classification	3506 Marketing
dc.title	Tell Me a Story! Blending Digital Storytelling Into Marketing Higher Education for Student Engagement
dc.type	Journal Article
utslib.citation.volume	45
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1505 Marketing
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Business
pubs.organisational-group	University of Technology Sydney/Faculty of Business/Marketing Discipline
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2024-03-09T20:07:19Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	45
utslib.citation.issue	2

Abstract:

Multimodal learning via the use of smart devices, online social interactions, and intuitive communication platforms are fundamentally changing teaching and learning settings. Consequently, educators face unique challenges around student engagement as learners increasingly look to the use of technology-enabled activities for meaningful collaboration. Within this context, this research explores the role of digital storytelling in promoting perceived individual student and group engagement, and how these interact with group functioning, in a postgraduate marketing subject. We evaluate the implementation of this assessment as an avenue to optimize the benefits of the blended learning setting. It contributes to understanding by incorporating the concept of collective, or collaborative engagement where there is a scarcity of research despite the widespread application of group assessment in business education, and marketing education in particular. We employed canonical correlation analysis as an exploratory technique to gain initial insight into its efficacy for student engagement. We contend that digital storytelling shows promise as an inherently social and interactive learning task to provide an authentic assessment for a range of marketing problems. In turn, these attributes provide a stimulating vehicle for student engagement that can promote learning and satisfaction.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/176405