NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ965530
Record Type: Journal
Publication Date: 2012-Apr
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0273-4753
Using Participatory Photo Novels to Teach Marketing
Das, Kallol
Journal of Marketing Education, v34 n1 p82-95 Apr 2012
Teaching the restless young generation business students of today is not easy. Furthermore, the traditional lecture method has failed miserably to engage the business students and deliver significant learning. The author presents a discussion on the photo novel as an attractive communication medium and the participatory photo novel as an innovative pedagogical tool, in place of the traditional lecture method. In fact, this method puts the onus of learning on the students and empowers them to co-create content and subsequently learn through classroom discussions. This is followed by a brief classroom guide on the process of creating a participatory photo novel. Student evaluation and feedback are discussed. Specifically, the content analysis reveals that students experienced the following learning outcomes: understanding and knowledge, critical thinking, transfer ability, creative thinking, communication skills, and leadership ability. This is followed by an agenda for empirical research. The limitations and implications of using this pedagogy are also discussed in detail. Overall, it is hoped that the use of participatory photo novel as a pedagogical tool can go a long way in augmenting learning resources, popularizing of this genre of literature, and providing the young generation business students with a unique learning experience. (Contains 6 tables, 1 figure and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A