Efficacy of the Flipped Classroom to Teach the Digital Storytelling Process

Abstract

The flipped classroom can be used to encourage teachers to prepare their own stories for their students and connect with peers to build their own collaborative learning spaces. Teachers can create digital storytelling from the content or have their students do it to demonstrate their understanding of the content. The greatest benefit in the flipped classroom may be found when students may be given assignments in which they are asked to research a topic, look for pictures, record their voice, and then choose a particular point of view. This chapter explores storytellers' experiences of digital storytelling (DST) through a flipped classroom approach. A mixed research method was employed, using multiple sources of data collection, including pre-and post-tests, perception of flipped learning experience questionnaire, the teachers' in-class observations, and semi-structured focus-group interviews. The results revealed that the flipped classroom not only enhanced the participants' motivation, making them more active, but also significantly improved their ability.