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dc.contributor.advisorNicholas, Sheilahen
dc.contributor.advisorRuiz, Richarden
dc.contributor.authorBuckner, Melody J.
dc.creatorBuckner, Melody J.en
dc.date.accessioned2015-09-14T22:19:58Zen
dc.date.available2015-09-14T22:19:58Zen
dc.date.issued2015en
dc.identifier.urihttp://hdl.handle.net/10150/577308en
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.
dc.language.isoen_USen
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.subjectDigital Storytellingen
dc.subjectStudy Abroaden
dc.subjectLanguage, Reading & Cultureen
dc.subjectAssessmenten
dc.titleInvestigating Digital Storytelling as an Assessment Practice in Study Abroad Programsen_US
dc.typetexten
dc.typeElectronic Dissertationen
thesis.degree.grantorUniversity of Arizonaen
thesis.degree.leveldoctoralen
dc.contributor.committeememberNicholas, Sheilahen
dc.contributor.committeememberRuiz, Richarden
dc.contributor.committeememberGilmore, Perryen
dc.contributor.committeememberJohnson, Christopheren
dc.contributor.committeememberWyman, Leisyen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineLanguage, Reading & Cultureen
thesis.degree.namePh.D.en
refterms.dateFOA2018-06-29T23:16:03Z
html.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.


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