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This study investigates the use of digital storytelling as a pedagogical tool among six Australian academics, revealing themes around its definition, constructive alignment, and resource requirements. While digital storytelling is viewed as a complementary method to traditional learning, there are reservations about its effectiveness and implementation challenges. The findings highlight both the potential benefits and barriers faced by educators in integrating digital storytelling into higher education cont

Author

Hüseyin Erdoğan

Language

EN