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

Kamerade, D

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