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Group role-play as a method of facilitating student to student interaction and making theory relevant

Kamerade, D

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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.

Citation

Kamerade, D. (2011). Group role-play as a method of facilitating student to student interaction and making theory relevant. Practice and evidence of scholarship of teaching and learning in higher education, 6(2),

Journal Article Type Article
Publication Date Jan 1, 2011
Deposit Date Dec 8, 2011
Publicly Available Date Apr 5, 2016
Journal Practice and Evidence of the Scholarship of Teaching (ECE Conference Special Issue)
Peer Reviewed Peer Reviewed
Volume 6
Issue 2
Publisher URL http://www.pestlhe.org.uk/index.php/pestlhe/index

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