Teaching and Learning through Storyboarding: A New Approach via Critical Reflection

Abstract

This paper seeks to accomplish three primary objectives: firstly, it introduces the concept of storyboard teaching; secondly, it emphasises the efficacy of storyboard teaching in higher education as a means of customising instructional materials in both traditional and online programmes to suit the learners' needs and contextual factors; and thirdly, it advocates for the integration of storyboard teaching in the classroom, particularly in writing and language courses, alongside other innovative pedagogical approaches. This research highlights the significance of storyboarding as a means to foster critical thinking and active engagement among students. Learning encompasses more than just memory as individuals engage in reflection, evaluation, and personal growth as a direct consequence of their exerted effort. The study's results suggest that the use of storyboarding as a strategy enhances the preservation of essential ideas and graphical aspects within a narrative by highlighting significant events. This methodology allows students to gain information via the process of critical reflection rather than relying only on memorization methods.