Digital Vlogs as Learning Narratives: A Case Study of Student Engagement in Online Learning Environments
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Digital Vlogs, Learning Narratives, Student Engagement
Abstract
Background. Digital technologies have transformed online learning environments, yet student engagement remains challenging due to limited opportunities for authentic self-expression and social connection. Digital vlogs offer multimodal narrative spaces combining visual, auditory, and reflective elements, yet existing research has not systematically examined how vlogs function as learning narratives or their specific influence on multidimensional student engagement over time.
Purpose. This qualitative case study investigated how digital vlogs operate as learning narratives and influence behavioral, emotional, and cognitive dimensions of student engagement in online learning environments, guided by the Community of Inquiry framework and narrative learning theory.
Method. Eighteen undergraduate students enrolled in an online educational psychology course participated in semester-long data collection involving seven vlog submissions, three-point semi-structured interviews, reflective journals, and artifact analysis. Data were analyzed using thematic analysis and narrative structure examination.
Results. Findings reveal progressive engagement development with vlog length increasing from 3.2 to 5.7 minutes, reflective depth scores rising from 2.8 to 4.3, and narrative elements increasing from 68% to 89%. Three primary themes emerged: narrative ownership (94% of participants), multimodal expression (83%), and social presence (78%). Students reported vlogs as personalized learning spaces enabling authentic self-representation and reducing online isolation.
Conclusion. Digital vlogs function as progressive narrative spaces where sustained practice develops multidimensional engagement through iterative storytelling. The study's novelty lies in demonstrating that asynchronous video narratives generate authentic social presence and in integrating narrative learning theory with the Community of Inquiry framework, providing educators with conceptual tools for designing engagement-focused online learning experiences.
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Copyright (c) 2025 Makhrus Ali, Sultan Al-Qahtani, Sri Nur Rahmi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
