"Storytelling as an Instructional Method: Descriptions and Research Questions"

 This paper explores the "theoretical and empirical foundations of the use of storytelling in instruction." It focuses on 4 instructional methods: case-based, narrative-based, scenario-based, and problem-based instruction. The paper delineates between foundational work and theories.

1. CASE-BASED INSTRUCTION: "...the problem and the solution are fixed and the learner is positioned as an outside observer relative to specific situations in the past" (Barnes, Christensen, & Hansen, 1994).
2. NARRATIVE-BASED INSTRUCTION: "Emotional engagement or entertainment is a central purpose of narrative and sets it apart from the other methods."
3. SCENARIO-BASED INSTRUCTION: "...the problem is characterized by the fixed solution criteria and the learner is positioned in an interactive, real-time experience that allows for a variety of solution paths" (Salas, Wilson, Priest, & Guthrie, 2006).
4. PROBLEM-BASED INSTRUCTION: "...ill structured with no preformed solution criteria or parameters (Hmelo-Silver, 2004,; Savery, 2006) and the learner is positioned as the director of learning activities" (Barrows, 1980).

 Storytelling has been used for thousands of years, both written and orally delivered by cultures that did not have written language. Stories were used as instructional tools. The following genres were popular in this cultural storytelling:

• parables
• myths
• legends
• fables
• real life examples

 According to the paper, technology is making storytelling more popular as an instructional tool. The paper states that its intent is to "identify some of the current projects and relevant literature that serve to lay a groundwork for further research."