EFFECTIVENESS OF STORYTELLING IN TEACHING QUALITATIVE RESEARCH METHODS IN ZOOM MEETINGS: A PHENOMENOLOGICAL STUDY

Authors

  • Fareeha Farooq Department of Education, University of Management and Technology, Lahore Pakistan.
  • Yaar Muhammad Department of Education, Government College Women University, Sialkot, Pakistan.
  • Aisha Mahmood Department of STEM Education, University of Education, Lahore. Pakistan.

DOI:

https://doi.org/10.52567/pjsr.v5i02.1209

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.

Keywords: Reflective learning, Qualitative research, Storytelling methodology, engagement and motivation, Higher education.

Author Biographies

Fareeha Farooq, Department of Education, University of Management and Technology, Lahore Pakistan.

 MPhil Scholar

Yaar Muhammad, Department of Education, Government College Women University, Sialkot, Pakistan.

Associate Professor

 

 

Aisha Mahmood, Department of STEM Education, University of Education, Lahore. Pakistan.

Assistant Professor

Additional Files

Published

2023-06-19

Issue

Vol. 5 No. 02 (2023): Pakistan Journal of Social Research (PJSR)

Section

Research Article

License

Copyright (c) 2023 Fareeha Farooq, Yaar Muhammad, Aisha Mahmood

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.