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THE USE OF DIGITAL STORIES AS A REFLECTIVE LEARNING TOOL IN SERVICE LEARNING: A RECEPTION STUDY

Year 2025, Volume: 15 Issue: 2, 56 - 81, 19.07.2025

Hatice Çıralı Sarıca

https://doi.org/10.17943/etku.1574759

Abstract

The aim of this study is to examine the use of digital stories (DS) as a reflective learning tool in service-learning (SL) course. This study is based on qualitative research using the reception methodology. With this reception study, instead of predicting the preferences of 22 volunteer pre-service teachers as an audience or the effects of DSs as a media on them or generalizing the results, it is tried to explain how pre-service teachers make sense of DSs. Thus, in line with the aim of the study, the meaning of the volunteering DSs produced in the past periods for the pre-service teachers who are just taking the SL course, how they make them feel emotionally and what kind of reflection they enable them to make were analyzed. The pre-service teachers stated that the DSs produced by their peers who had taken the SL course in the past semesters about volunteering were useful, guiding, informative, awareness-raising, empathizing, instructive and collaborative in their own courses, in getting to know non-governmental organizations (NGOs), and about what can be done voluntarily. The emotions experienced by the pre-service teachers in the process of reception volunteering DSs varied as happiness, sadness, hope, excitement, surprise, despair, contentment, embarrassment, and pride. While the pre-service teachers experienced sadness and despair in the face of the problems encountered in volunteering activities, it was seen that they were happy about the volunteering activities and proud of their peers, they were embarrassed that they could not do anything as a volunteer yet, but they were excited and filled with hope about what they would do based on what was done. While the pre-service teachers ‘reflection-on-action’ on the use of DSs within the scope of the course, the volunteering processes of their peers in the past and the evaluation of the emotional situations they experienced in these processes; they also ‘reflection-for-action’ on the actions they thought to do or to be done in the future about which NGOs can be visited, what can be done voluntarily to serve the society, how to solve social problems and how DHs can be used in the SL course. From this point of view, this study is a concrete example of how a reception study can be carried out in an educational context. As a result, it can be said that this study contributes to literature and researchers in terms of how DSs can be used in the context of SL and how they can play a role as a reflective learning tool.

Keywords

digital story volunteering service learning community service practice teacher education reflective learning emotion

References

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DİJİTAL HİKÂYELERİN YANSITICI ÖĞRENME ARACI OLARAK TOPLUMA HİZMET UYGULAMALARINDA KULLANIMI: BİR ALIMLAMA ÇALIŞMASI

Year 2025, Volume: 15 Issue: 2, 56 - 81, 19.07.2025

Hatice Çıralı Sarıca

https://doi.org/10.17943/etku.1574759

Abstract

Bu çalışmanın amacı yansıtıcı öğrenme aracı olarak dijital hikâye (DH)’lerin topluma hizmet uygulamaları (THU) dersinde kullanımını incelemektir. Bu çalışma, alımlama yönteminin kullanıldığı nitel bir araştırmaya dayanmaktadır. Bu alımlama çalışması ile izleyici olarak 22 gönüllü öğretmen adayının tercihlerini veya medya olarak DH’lerin onlardaki etkilerini tahmin etmek ya da sonuçlarını genellemek yerine, öğretmen adaylarının DH’leri nasıl anlamlandırdığı açıklanmaya çalışılmıştır. Buradan hareketle çalışmanın amacı doğrultusunda geçmiş dönemlerde üretilen gönüllülük DH’lerinin THU dersini yeni almakta olan öğretmen adayları için ne anlam ifade ettiği, duygusal olarak nasıl hissettirdiği ve hangi türde yansıtma yapmalarını sağladığı irdelenmiştir. Öğretmen adayları, geçmiş dönemlerde THU dersini alan akranlarının gönüllülük ile ilgili ürettiği DH’lerin kendi derslerinde kullanımında, sivil toplum kuruluşları (STK)’nı tanımada, gönüllü olarak yapılanlar ve yapılabilecekler konusunda yararlı, yol gösterici, bilgi verici, farkındalık oluşturucu, empati kurucu, öğretici ve iş birliği sağlayıcı olduğunu ifade etmişlerdir. Öğretmen adaylarının gönüllülük DH’lerini alımlama sürecinde yaşadıkları duygular mutluluk, hüzün, umut, heyecan, şaşkınlık, umutsuzluk, hoşnutluk, mahcup ve gurur olmak üzere çeşitlenmiştir. Öğretmen adayları gönüllülük faaliyetlerinde karşılaşılan sorunlar karşısında hüzün ve umutsuzluk yaşarken, yapılan gönüllülük faaliyetleri karşısında mutlu oldukları ve akranlarıyla gurur duydukları, kendilerinin gönüllü olarak henüz herhangi bir şey yapamaması noktasında mahcup olurken bu yapılanlardan hareketle yapacakları konusunda heyecanlandığı ve umutla doldukları görülmüştür. Öğretmen adayları, ders kapsamında DH’lerin kullanımı, akranlarının geçmişte yaptığı gönüllülük süreçleri ve bu süreçlere ilişkin yaşadıkları duygusal durumların değerlendirilmesine yönelik “eylem üzerine yansıtma” yaparken; hangi STK’lara gidilebileceği, topluma hizmet için gönüllü olarak nelerin yapılabileceği, toplumsal sorunların çözümü ve DH’lerin THU dersinde nasıl kullanılabileceği konularında gelecekte yapmayı veya yapılmasını düşündükleri eylemlere yönelik de “eylem için yansıtma” yapmışlardır. Buradan hareketle bu çalışma, eğitsel bağlamda bir alımlama çalışmasının nasıl gerçekleştirilebileceği ile ilgili olarak somut bir örnek niteliği taşımaktadır. Sonuç olarak, bu çalışmanın DH’lerin THU bağlamında nasıl kullanılabileceği ve yansıtıcı öğrenme aracı olarak nasıl rol oynayabileceği noktasında alanyazına ve araştırmacılara katkı sağlayıcı nitelikte olduğu söylenebilir.

Keywords

dijital hikâye gönüllülük topluma hizmet uygulaması öğretmen eğitimi yansıtıcı öğrenme duygu

Ethical Statement

Bu çalışma kapsamında gerçekleştirilen veri toplama süreçleri, Hacettepe Üniversitesi Etik Komisyonunun 21.06.2023 tarihli ve E-35853172-900-00002911942 sayılı belgesi ile onaylanmıştır.

References

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  • Austen, L., Pickering, N., & Judge, M. (2021). Student reflections on the pedagogy of transitions into higher education, through digital storytelling. Journal of Further and Higher Education, 45(3), 337-348. https://doi.org/10.1080/0309877X.2020.1762171
  • Ayvacı, H. Ş., & Akyıldız, S. (2009). Topluma hizmet uygulamaları dersinin bireye ve topluma kazandırdıkları ve toplumun beklentileri. Milli Eğitim Dergisi, 39(184), 102-119.
  • Barnes, V. (2015). Telling timber tales in Higher Education: A reflection on my journey with digital storytelling. Journal of Pedagogic Development, 5(1), 72–83.
  • Beirne, H. K. (2018). A storied tale: Melding digital storytelling, service-learning, and digital and ınformation literacy skills for pre-service teachers. In T. McDevitt (Ed.), Library Service and Learning: Empowering Students, Inspiring Social Responsibility (pp. 145-10). ACRL Publications
  • Bilici, S., & Yılmaz, R. M. (2021). Research trends in educational digital story studies 2008-2019. Cukurova University Faculty of Education Journal, 50(2), 614-648. https://doi.org/10.14812/cufej.822000
  • Blithe, S. J., Carrera, W., & Medaille, A. (2015). Stories of service-learning: Guidelines for increasing student engagement with digital storytelling. Journal of Library Innovation, 6(1), 60-74.
  • Byman, J., Kumpulainen, K., Wong, C. C., & Renlund, J. (2022). Children's emotional experiences in and about nature across temporal–spatial entanglements during digital storying. Literacy, 56(1), 18-28. https://doi.org/10.1111/lit.12265
  • Callens, J. C., & Elen, J. (2011). The impact of approaches to reflection and learner control upon critical reflection. Reflective Practice, 12(4), 495-506. https://doi.org/10.1080/14623943.2011.590338
  • Callens, J. C., & Elen, J. (2015). Does a structured methodology support pre-service teachers more to reflect critically than an unstructured?. Reflective Practice, 16(5), 609-622. https://doi.org/10.1080/14623943.2015.1064383
  • Chen Hsieh, J. (2021). Digital storytelling outcomes and emotional experience among middle school EFL learners: Robot‐assisted versus PowerPoint‐assisted mode. TESOL Quarterly, 55(3), 994-1010. https://doi.org/10.1002/tesq.3043
  • Chen, J., & Seong, L. (2021). Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations. TESOL Quarterly, 55(3), 994-1010. https://doi.org/10.1080/09588221.2021.1969410
  • Choi, G. Y. (2018). Learning through digital storytelling: Exploring entertainment techniques in lecture video. Educational Media International, 55(1), 49–63. https://doi.org/10.1080/09523987.2018.1439710
  • Coggin, L. S., Daley, S., Sydnor, J., & Davis, T. R. (2019). Imagining my ideal: a critical case study of digital storytelling as reflective practice. Reflective Practice, 20(2), 143-159. https://doi.org/10.1080/14623943.2018.1538949
  • Çıralı-Sarıca, H. (2023). Emotions and digital storytelling in the educational context: A systematic review. Review of Education, 11 (3), 1-35. https://dx.doi.org/10.1002/rev3.3430
  • Çıralı Sarıca, H. & Usluel, Y. K. (2022). Pre-service teachers’ future professional self-understanding: a reception study through teachers’ digital stories. Journal of Education for Teaching, 48(2), 159-177. doi: 10.1080/02607476.2021.1967088
  • Daniels, K. (2013). Exploring the impact of critical reflection through the use of service-learning and digital storytelling. i-Manager's Journal on School Educational Technology, 9(1), 1-9.
  • Doğan, S., & Çağıltay, K. (2014). Zihinsel engelli öğrenciler ile bilişim teknolojileri etkinlikleri: Topluma hizmet dersi örnek uygulaması incelemesi. International Computer Instructional Technologies Symposium, (18-20 Eylül 2014), Edirne, Türkiye. https://hdl.handle.net/11511/85669
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Details

Primary Language Turkish
Subjects Instructional Technologies
Journal Section Articles
Authors

Hatice Çıralı Sarıca 0000-0001-5398-1496

Publication Date July 19, 2025
Submission Date October 27, 2024
Acceptance Date March 28, 2025
Published in Issue Year 2025 Volume: 15 Issue: 2

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APA Çıralı Sarıca, H. (2025). DİJİTAL HİKÂYELERİN YANSITICI ÖĞRENME ARACI OLARAK TOPLUMA HİZMET UYGULAMALARINDA KULLANIMI: BİR ALIMLAMA ÇALIŞMASI. Eğitim Teknolojisi Kuram Ve Uygulama, 15(2), 56-81. https://doi.org/10.17943/etku.1574759
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