Role-play and student engagement: reflections from the classroom |
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Authors: | Rachel Stevens |
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Institution: | 1. Department of History, Monash University, Clayton Campus, Melbourne, VIC 3800, Australiarachel.stevens@monash.edu |
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Abstract: | Role-play is viewed by scholars as an effective active learning strategy: it encourages participation among passive learners, adds dynamism to the classroom and promotes the retention of material. But what do students think of role-play? This study surveyed 144 students after a role-play activity in a history course and asked them to identify what they gained from the activity and if it encouraged them to learn more about the topic. The results found conflicting student views: though a large majority found the activity beneficial, a small minority gained little from the exercise. It is argued that role-play can be counterproductive for weak and/or unprepared students. Role-play may be a popular teaching method but teachers should consider how format and preparation can impact learning outcomes. |
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Keywords: | role-play active learning history oral history |
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