ERIC Number: EJ1063076
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
Role-Play and Student Engagement: Reflections from the Classroom
Stevens, Rachel
Teaching in Higher Education, v20 n5 p481-492 2015
Role-play is viewed by scholars as an effective active learning strategy: it encourages participation among passive learners, adds dynamism to the classroom and promotes the retention of material. But what do students think of role-play? This study surveyed 144 students after a role-play activity in a history course and asked them to identify what they gained from the activity and if it encouraged them to learn more about the topic. The results found conflicting student views: though a large majority found the activity beneficial, a small minority gained little from the exercise. It is argued that role-play can be counterproductive for weak and/or unprepared students. Role-play may be a popular teaching method but teachers should consider how format and preparation can impact learning outcomes.
Descriptors: Foreign Countries, Role Playing, Learner Engagement, Active Learning, Student Participation, Undergraduate Students, Introductory Courses, History Instruction, Oral History, Student Surveys, Student Attitudes, Teaching Methods, Learning Activities, Class Activities, Critical Thinking, Thinking Skills, Perspective Taking, Grounded Theory, Content Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A