ABSTRACT
The current study investigated how the teacher’s use of storytelling, among other strategies, for teaching qualitative research affected the learning experiences of research students in the Zoom classroom. This study assumes that the ability to learn through dialogic interactions between people, materials, and objects is crucial to the success of the process. Semi-structured interviews were conducted for data collection from ten MPhil (Educational Leadership and Management) research scholars at a private university. The results found storytelling to be a highly effective tool in producing reflective learning outcomes in the research class. In addition, storytelling prevented research students from being distracted in class. Moreover, digital storytelling helped research scholars build in-depth knowledge and skills of various aspects of qualitative research methods.
