role play as a teaching method
213246106
Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study
Role play provides additional learning opportunity to students by interacting with other students in classrooms. Modes of delivery in modules for a bachelor degree programme at Xi'an Jiaotong Liverpool (XJTLU) (a transnational education (TNE) provider) are mainly teacher led lectures and seminars. Intuitive proactive approach was used in my action research. The modified role play method by Kodotchigova was used. After the role play, a survey with open ended questions (modified from XJTLU Student Module Feedback Questionnaire) was used to collect the perceptions of students of the role play on their learning experience. A total of 25 students aged =18 years (20 females and 5 males) consented to participate. There were 80% of the students who reported that role play helped them to learn and 72% of the students reported that role play stimulated their interest in the module's subject. In conclusion, role play was a very useful teaching strategy to help students to demonstrate the practical use and apply to real life situations after learning different theoretical perspectives. However, role play might not be suitable to all students because some students might prefer to have it mixed with other teaching strategies in classrooms, particularly in a TNE context.
Zhengrong Ma
55301969
ON LINE ROLE PLAY AS A TEACHING METHOD IN ENGINEERING STUDIES
In this paper we propose adapting role play teaching methodology to engineering studies. The role of a maintenance technician, a relevant job profile for engineering graduates is has chosen. The interaction is based on email exchange, with the instructor included in the simulation to help guide the activity and achieve learning objectives. In this paper, we present experience with this methodology, its implementation, results, and student feedback.
Adolfo Cobo Angeles Quintela Jose Miguel Lopez-Higuera
79571811
A PILOT STUDY TO EVALUATE ROLE PLAY AS A TEACHING METHOD TO UPDATE NURSING MENTORS IN PRACTICE
Jane Dundas Judith Francois Ann Ooms
151856961
ROLE PLAY AS A TEACHING METHOD OF STUDENTS' TOLERANCE FORMATION IN MULTIETHNIC EDUCATIONAL ENVIRONMENTS IN EFL CLASS
Albina R Abdrafikova Tatiana S Pimenova Iskander Yarmakeev
147204198
Using Role Play as a Teaching Method
The teaching of public administration can be a dull affair. The orthodox and by far the most common method is one where the lecturer expounds upon a subject for a painfully long hour whilst the students sit hunched over a notepad scribbling furiously. If they are lucky, one or two of the more outspoken students may squeeze in the odd question at the end. Although it is not without its merits, such a teaching technique is highly teacher centred with the minimum of student participation. The longer the lecturer holds desperately onto the conversational ball, the more the students find their attention wandering. The lecturer goes away believing s/he has performed well, whilst the students leave at the best bored but at the worst disinterested in studying public administration further.
Jude Howell
72113469
Students perception about small group teaching techniques: Role play method and case based learning in pharmacology
Introduction: Pharmacology subject though crucial for physicians, is perceived as dry, volatile by medical students. Active teaching learning techniques in pharmacology are required to increase the interaction and interest among the students. Objective: To evaluate the perception of students about two innovative teaching techniques role play method (RPM) and case based learning (CBL) in pharmacology. Method: Institutional Ethics Committee permission was obtained. II MBBS students gave written informed consent to participate in this study. The topic "rational pharmacotherapy" was taught to 6 small batches of approximately 18 20 students each. While CBL (n=84) was used for three batches, RPM (n=80) was applied for remaining three batches. After the session, a pre validated perception questionnaire, containing 15 questions using Likert scale and open ended questions, was administered to the students. Result: Majority of students (CBL: 88.10% and RPM: 93.75% appreciated these methods and felt it facilitated their understanding. These methods enhanced their intellectual curiosity (CBL: 57.14% and RPM: 73.75% and were interactive (CBL: 71.43% and RPM: 90.00% Learning atmosphere was perceived as comfortable (CBL: 82.14% and RPM: 77.50% Students were satisfied with the respective techniques (CBL: 63.10% and RPM: 55.00% and agreed that knowledge and skill acquired by these techniques will help them in clinical practice (CBL: 78.57% and RPM: 91.25% Conclusion: Students' opinions for both the methods were favourable, though more inclination was towards RPM as it is more helpful for clinical decision making process. Trained facilitators can overcome the shortcomings perceived in CBL as well as in RPM.
Sharmila V Jalgaonkar Pankaj Sarkate Raakhi K Tripathi
55849524
The Effectiveness of Role Play Techniques in Teaching Speaking for EFL College Students
The paper investigates the impact of role playing as a classroom technique on Iraqi EFL students' speaking skill on Iraqi EFL students at the college level. The students are 40 college language students in University of Baghdad, College of Education Ibn Rushd randomly chosen. Then, they were divided into two groups, experimental and control groups. Thirty questions were applied to both groups as a pre test of speaking and the students asked to answer them orally. The experimental group was taught speaking skill of the targeted role play technique while the control group was taught in traditional method. After 20 lessons of the teaching, the post test of speaking was conducted in which the students in both groups were asked to answer. The results showed that there is a significant improvement in speaking skill of experimental group. The two groups were significantly different to the sake of using role play technique.
Dhea Mizhir Krebt
35548619
Teaching communication skills using role play: an experience based guide for educators.
Teaching advanced communication skills requires educators who are not only excellent communicators themselves but have the ability to deconstruct the components of the interaction and develop a cognitive approach that can be used across a variety of learners, diverse content, and under different time constraints while helping the learner develop the skill of self reflection in a 'safe' and effective learning environment. The use of role play in small groups is an important method to help learners cultivate the skills required to engage in nuanced, often difficult conversations with seriously ill patients. To be effective, educators utilizing role play must help learners set realistic goals and know when and how to provide feedback to the learners in a way that allows a deepening of skills and a promotion of self awareness. The challenge is to do this in a manner that does not cause too much anxiety for the learner. In this article we outline an approach to teaching communication skills to advanced learners through the use of different types of role play, feedback, and debriefing.
Journal of palliative medicine
Vicki Ann Jackson Anthony L Back
3253795
Group role play as a method of facilitating student to student interaction and making theory relevant
Large group settings, which often mean less peer to peer interaction among students, are increasingly common in many UK universities. This paper proposes group role play as one possible teaching method in a large group of students, and aims to evaluate how it affects peer to peer interaction and its perceived learning benefits. The findings suggest that group role play does encourage interaction between students and facilitates their understanding of the applicability of theories to practice. However, this study also found that group role play should be mixed with a lecture, and that the tutor has to pay attention to time management and the motivation of a student to get involved.
Daiga Kamerade
61875186
Second Language Acquisition through Task based Approach Role play in English Language Teaching
Language teaching is not just about teaching languages, it is also about helping students to develop themselves as people. Task based language teaching (TBLT) proposes the use of tasks as a central component in the language classroom because they provide better contexts for activating learner acquisition processes and promoting second language learning. Task Based language teaching has attracted the attention of second language learning which was coined and later developed by second language researchers and educators in reaction to other teacherdominated, form oriented methods. Role play is a technique in which students are presented with a real or artificial environment and they are exposed with some find of case or situation and they need to exhibit the same in form of roles. A brief outline of task based teaching and a brief historical sketch of role play is given in this paper. This paper focuses on the need of task based language teaching in classrooms and role play as a instructive method which serves as a multiskill developing weapon where the students not only develop a broader perspective about a task or new role but also the horizon of understanding others behavior resulting into empathy, team work, better communication, interpersonal skills and management development.
A Anne Dorathy S N Mahalakshmi