Role-play and student engagement: Reflections from the classroom
Journal article
Stevens, Rachel. (2015). Role-play and student engagement: Reflections from the classroom. Teaching in Higher Education. 20(5), pp. 481 - 492. https://doi.org/10.1080/13562517.2015.1020778
Authors | Stevens, Rachel |
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Abstract | 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. |
Keywords | active learning; history; oral history; role-play |
Year | 2015 |
Journal | Teaching in Higher Education |
Journal citation | 20 (5), pp. 481 - 492 |
Publisher | Routledge |
ISSN | 1356-2517 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/13562517.2015.1020778 |
Scopus EID | 2-s2.0-84930091144 |
Page range | 481 - 492 |
Research Group | Institute for Humanities and Social Sciences |
Publisher's version | File Access Level Controlled |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/8q229/role-play-and-student-engagement-reflections-from-the-classroom
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