The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments

摘要

This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The digital storytelling-based online collaborative learning (DST-OCL) and the general online collaborative learning (G-OCL) groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the DST-OCL groups had significantly higher social presence than the G-OCL groups. Specifically, using DST-OCL strategies was significantly more effective than using G-OCL strategies for improving the online communication, interactivity, and privacy components of students' social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness.