Results, analysis and discussion

Case 1 Online role play

Online role-play was used as an assessment approach in a second-year public communication unit (course) offered by the Faculty of Arts for on and off-campus students. Forty-two students were enrolled in 2004.

The lecturer in this case had become dissatisfied with the quality of students' learning about theoretical aspects of the unit and felt there was a need to use a more egalitarian approach that enabled students to immerse themselves in an authentic experience and construct their own understandings through social interaction. The lecturer reported that over a period of time, she had developed her expertise as a reflective practitioner and now demonstrates a strong commitment to improving student learning. She wanted to move them beyond 'skilling for jobs', and decided to try using role-play to this end. The aim of the role-play she developed was to 'deepen students' theoretical understandings' and was based on the notion that 'knowledge is socially constructed' and that comparing different perspectives 'helps build and shape understandings'. Students were required to take part in an online debate about an environmental planning dispute relating to the fictional 'Wallaby Forest', and were cast in the role of either a property developer or environmentalist. The teacher allocated these roles and used a video scenario as a motivational trigger for the debate. When students were given their roles, they were required to work collaboratively in online groups to reach a consensus about their arguments and produce a speech to be presented in a public forum. Speeches for both sides of the argument were posted online and student groups then worked together to critique the opposing side's position. Student participation was assessed with reference to evidence of research, level of engagement with a range of relevant issues, academic skills demonstrated, and presentation of their arguments. This task reflected most of the characteristics of 'authentic' learning activities outlined by Herrington, Oliver and Reeves (2003) (pp.62-63). Students were required to suspend their disbelief in order to immerse themselves in the particular roles required of them.

There were many positive features of this experience for both staff and students. The lecturer reported that 'it's as much an immersive experience for me as a teacher as it is for the students involved'. She noticed that students found the role-play 'exciting', it 'held some surprises for them', and they 'found the group work different from group work in other units'. Most importantly, she believed immersion in the simulated role-play had a noticeable effect on students' theoretical understanding, as evidenced by the quality of the online discussions and the assessment outcomes. She believed it was largely the longer-term, collaborative, and consensus-building nature of the task that led to the creation of a 'learning community that was both focused and scholastic' - a phenomenon that she had not experienced even in face-to-face classes.

An unexpected outcome was that international students found their voices in the online environment. They contributed more to the online discussion than they usually contributed in the face-to-face classroom, and expressed satisfaction with the way they had been able to interact with other students. Other student feedback was also generally complimentary, mentioning that the activity was 'very useful, a better way to learn than just referring to books or classroom situations', they had 'learned and gained a lot', the 'exercise brought up some very good issues and challenges', and that it has been 'a great way to get everyone involved'.

Although the teacher in this case was enthusiastic about and committed to the innovation, a number of issues arose during the semester. The role-play was difficult to administer because it was one of two assessment options. (An alternative based on theory and case studies was available for students who had limited or no online access.) Students were initially confused by the multiple deadlines and complexity of what they were required to do, having been used to essay-based assessment. The number of students who did the role-play assignment was initially unknown because the allocation of students to online groups occurred automatically via the University's technical systems, and when students enrolled late or withdrew before completion, it was difficult to maintain the integrity of groups. The lecturer noted that it is easier to establish and modify groups when students are on campus. While the task had the potential to excite students, it also ran the risk of causing disaffection because the operation of the role-play depended on student access to the Internet, and unreliable access did cause a few students to withdraw or complete the alternative assignment. Those students tended to distrust not only the technology, but also the newness of the task.

The lecturer reported that academic success of the role-play was dependent on high level, consistent moderation of the online discussions. Although it was more time-consuming and stressful than expected, the lecturer was prepared to do this because she was committed to the innovation, but determined that for the next offering, much more academic support would be needed.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم العلاقات العامة يناقش مع منتدى شباب الإسكان إقامة مهرجان تكريم طالبات المدارس المرتديات العباءة في القادسية

سماحة السيد الصافي يدعو إلى توحيد الجهود في تحقيق التراث لضمان الرصانة والدقة وخدمة الساحة العلمية

المجمع العلمي ينظم محاضرة إرشادية ضمن المشروع القرآني في مدارس بابل

بذكرى شهادته.. العتبة العباسية المقدسة تشرع في تقديم خدماتها لزائري مرقد الإمام الكاظم (عليه السلام)

المزيد

الآخبار الصحية

6 فواكة تساعدك على الشعور بتحسّن عند المرض

حفاظا على صحة العين.. هذا أفضل وقت لتناول فيتامين أ

الاستخدام اليومي لسماعات الأذن.. أخطر مما تتصور !

هل توقيت نشاطك اليومي يؤثر على صحة دماغك؟.. العلماء يجيبون

المزيد

الآخبار التكنلوجية

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

تحديثات وأرباح عبر المشاهدات.. ما الذي تخطط له "لينكد إن"؟

"الكوكايين الوردي".. مخدر جديد يثير قلق السلطات الأميركية

دراسة: تغيّرات في أسلوب القيادة قد تكشف مبكرا عن الخرف !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998