Implementing story maps as a teaching tool at a CODeL institution

Abstract

New technological competencies are required in a changing world to address complex global challenges. This research aims to evaluate the integration of story maps as a teaching tool in an online classroom for a fourth-year university Geography module. Data were collected through analysis of assignment answers for this module submitted in the 2024 academic year. Throughout the semester and during assignment marking, the challenges students faced in this module were recorded. This information was noted from student assignments, as well as from discussions in the weekly online lectures, individual student inquiries, email correspondence, and on the discussion forum on the module e-learning website. Thematic analysis of the data, drawing on research notes and the students’ reflections in the prescribed assignment, was conducted. Results of this study suggest that story maps should not be used as an alternative to a single written assignment but rather be incorporated as a teaching tool into the module content throughout the learning period. Visual communication through story maps can support academic learning outcomes and contribute to the development of students’ spatial thinking skills.