Kamerade, DM 2011, 'Group role-play as a method of facilitating student to student interaction and making theory relevant' , Practice and Evidence of the Scholarship of Teaching (ECE Conference Special Issue), 6 (2) .

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Abstract

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.

Item Type:	Article
Themes:	Subjects outside of the University Themes
Schools:	?? sch_sbs ??
Journal or Publication Title:	Practice and Evidence of the Scholarship of Teaching (ECE Conference Special Issue)
Publisher:	University of Glasgow
Refereed:	Yes
ISSN:	1750-8428
Depositing User:	Users 29196 not found.
Date Deposited:	08 Dec 2011 15:50
Last Modified:	20 Aug 2013 17:18
URI:	http://usir.salford.ac.uk/id/eprint/19115

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