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Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach

Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach

Hatice Sancar Tokmak, Ilker Yakin, Berrin Dogusoy
Copyright: © 2019 |Volume: 17 |Issue: 1 |Pages: 22
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781522563945|DOI: 10.4018/IJDET.2019010106
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MLA

Tokmak, Hatice Sancar, et al. "Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach." IJDET vol.17, no.1 2019: pp.78-99. http://doi.org/10.4018/IJDET.2019010106

APA

Tokmak, H. S., Yakin, I., & Dogusoy, B. (2019). Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach. International Journal of Distance Education Technologies (IJDET), 17(1), 78-99. http://doi.org/10.4018/IJDET.2019010106

Chicago

Tokmak, Hatice Sancar, Ilker Yakin, and Berrin Dogusoy. "Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach," International Journal of Distance Education Technologies (IJDET) 17, no.1: 78-99. http://doi.org/10.4018/IJDET.2019010106

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Abstract

The purpose of this case study was to explore prospective English education teachers' (PEET) experiences of digital storytelling (DST) through a flipped classroom approach. 36 prospective teachers who enrolled in a computer literacy course participated in the study. The data was collected through a demographic questionnaire, three open-ended questionnaires, and a semi-structured interview form. Four videos were prepared to give theoretical input in line with the DST phases described by Robin and presented asynchronously via Edmodo system. The results showed that PEETs described the DST process through a flipped classroom approach. described as entertaining, challenging, and instructive. Moreover, according to the results, PEETs learnt specific strategies about DST, were inspired, and had the opportunity to check their product quality, thanks to the flipped classroom approach. These results revealed insights about the design of a flipped classroom approach and the DST process.

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