Group role-play as a method of facilitating student to student interaction and making theory relevant
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) .
|PDF - Accepted Version |
Download (83kB) | Preview
|Microsoft Word - Accepted Version |
Restricted to Repository staff only
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.
|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|
|Depositing User:||Users 29196 not found.|
|Date Deposited:||08 Dec 2011 15:50|
|Last Modified:||20 Aug 2013 18:18|
Actions (login required)
|Edit record (repository staff only)|