Storytelling—Authenticity in Learning During COVID-19 Pandemic
Abstract: Based on the revised Community of Inquiry Model, this paper focuses on the learner presence to discuss the innovative classroom practice: storytelling and digital storytelling during the COVID-19 pandemic. The literature is reviewed, followed by the explanation of the design of storytelling as a class activity. The instructor’s reflection of the storytelling practice is addressed. The paper argues that the contextualized storytelling classroom practice reduces the isolation of social distance caused by COVID-19 precautions. It is an innovative class practice in higher education. It creates authenticity in learning, empowers learners, builds up a positive classroom relationship, and increases learners’ learning outcome.