scholarly journals Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Zheng Feei Ma
Keyword(s):  
Action Research ◽  
Teaching Method ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Role Play ◽  
Real Life ◽  
Bachelor Degree ◽  
Degree Programme ◽  
Theoretical Perspectives ◽  
Feedback Questionnaire

Role play provides additional learning opportunity to students by interacting with other students in classrooms. Modes of delivery in modules for a bachelor degree programme at Xi’an Jiaotong-Liverpool (XJTLU) (a transnational education (TNE) provider) are mainly teacher-led lectures and seminars. Intuitive proactive approach was used in my action research. The modified role play method by Kodotchigova was used. After the role play, a survey with open-ended questions (modified from XJTLU Student Module Feedback Questionnaire) was used to collect the perceptions of students of the role play on their learning experience. A total of 25 students aged ≥18 years (20 females and 5 males) consented to participate. There were 80% of the students who reported that role play helped them to learn and 72% of the students reported that role play stimulated their interest in the module’s subject. In conclusion, role play was a very useful teaching strategy to help students to demonstrate the practical use and apply to real life situations after learning different theoretical perspectives. However, role play might not be suitable to all students because some students might prefer to have it mixed with other teaching strategies in classrooms, particularly in a TNE context.

scholarly journals MENINGKATKAN HASIL BELAJAR SISWA PADA MATAPELAJARAN IPS DENGAN METODE MIND MAPPING

2016 ◽  
Vol 2 (02) ◽  
Author(s):  
Maya Kartika Sari
Keyword(s):  
Action Research ◽  
Social Science ◽  
Research Design ◽  
Learning Process ◽  
Teaching Method ◽  
Learning Experience ◽  
Learning Activities ◽  
Mind Mapping ◽  
Models Of Teaching ◽  
The Given

<div style="text-align: JUSTIFY;"><p>Social science has been viewed as naturally theoretic, which requires students to memorize all learned materials. The learning experience will be stucked in freez learning atmosphere when the teacher traditionally preeches and dictates against the students, as the teacher-centered approaches have run. This model of teaching produces passive students with low acheivement. In effort of dveloping the vivid learning experience, variative models of teaching must be applied by the teacher. Through this research, the researcher proposes Mind Mapping Teaching Method, hopping that the the students learning activities and achievement can be developed. Mind mapping teaching method can tentatively encourage student to be active, innovative, creative and imaginative along the way with the learning process. The application of mind mapping teaching method can hopefully develop students learning activities and achievement through the given action research design.<em></em></p></div>

scholarly journals Exploring Learners’ Perceptions and Experiences of Native English Speakers’ Roles in Learning Process: A Case Study at Dila Samawa English Club Sumbawa Besar

2019 ◽  
Vol 6 (3) ◽  
pp. 211
Author(s):  
Darmanto Darmanto
Keyword(s):  
Learning Process ◽  
English Learners ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Real Life ◽  
Native English Speakers ◽  
English Speakers ◽  
Field Note ◽  
Good Learning

This current study focused on exploring the learners’ perceptions and experiences of native-English speakers’ roles in the learning process. This exploration was guided by the following questions: (1) What are the learners’ perceptions and experiences of native-English speakers’ roles in the learning process? (2) How do the learners perceive and experience native-English speakers’ roles in the learning process? A case study method was employed. The participants were all of the English learners who continuously joined Dila Samawa English Club in Sumbawa Besar. To collect the data, three techniques were employed: observation, interview, and documentation. The process of the interview was audio-recorded. Meanwhile, field note was used during the observation. Documentations were in the form of the learning activities document. The results of the study showed that the learners’ perceptions of native-English speakers’ roles in the learning process could be categorized into a number of terms, including the natural exposure, the place for practicing English conversation, competence in teaching, and teaching strategy. Meanwhile, the learners’ experiences fell into authentic learning, good creators in the teaching method, and good learning motivators. Essentially, those perceptions and experiences were considered very helpful to stimulate learners’ willingness and efforts to learn English, especially build up the learners’ confidence and enthusiasm in using English in real life situation.

scholarly journals Enhancing Students Motivation in Japanese Conversation (Online Course): through CM

IZUMI ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 31-39
Author(s):  
Pika Yestia Ginanjar
Keyword(s):  
Qualitative Method ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Role Play ◽  
Online Course ◽  
Study And Teaching ◽  
Media Source ◽  
High Motivation ◽  
Clear Majority

This paper focuses on the study and teaching strategy of Japanese conversation. The goal of the paper is to analyze the motivation of the students learning experience through CM as a media source of the study, which can lead students to enhance their level of proficiency. The study used a qualitative method of the case study Japanese conversation lecture. Conversation lectures are usually done by memorizing text or role-play using existing text. The idea of this study is similar to role-play but, through CM students can learn pronunciation, articulation, and intonation from the native (actor) directly. This study represents the first stage of a research project aimed at raising student confidence and enhancing Japanese fluencies. The major finding was that a clear majority of students reported a considerably high motivation according to the use of terms ‘tanoshikatta’ and ‘omoshiroi’ on their feedback. It says that students were interested to do the assessment. 

Simulation Training - Pilot: Psychiatry Higher Trainees’ Mental Health Tribunal Report Writing, Oral Presentation And Cross-examination By Tribunal Panel

2016 ◽  
Vol 33 (S1) ◽  
pp. S434-S434
Author(s):  
O. Adekunte ◽  
B. Owen ◽  
C. Burrell
Keyword(s):  
Mental Health ◽  
Teaching Method ◽  
Learning Experience ◽  
Real Life ◽  
Essential Elements ◽  
Similar Proportion ◽  
Effective Learning ◽  
Report Writing ◽  
Competing Interest ◽  
Oral Evidence

IntroductionSimulation provides a non-judgemental environment where trainees learn skills without compromising patients’ safety or dignity. It also provides safe environment where anxiety-provoking, real-life clinical situations can be recreated and repeatedly practiced. Mental health review tribunal is an anxiety-provoking experience for higher trainees and use of simulation can alleviate this anxiety.AimsTo develop trainees’ skills in writing of tribunal reports and giving oral evidence using simulation technique (ST).ObjectiveTo facilitate trainees’ familiarisation with the process of Mental Health tribunal and improve their skills in completing report and giving oral evidence using ST.MethodsThere are 2 sessions: one half-day session of interactive teaching providing fundamental details on essential elements of the tribunal process, duties and report. This is followed by 4-weeks gap to allow participants to prepare and submit anonymised patients’ reports to the panel. Finally, a second full day of presentation and cross-examination by (real) tribunal panel with 25-minutes of formative feedback.ResultsSix trainees participated in the pilot: A high percentage of participants strongly agreed or agreed that ST is an effective learning experience for tribunal report writing and cross-examination by the panel. Similar proportion agreed that ST helped to facilitate familiarisation with the tribunal process and that it is a satisfactory teaching method. Finally, all participants agreed that ST helped to achieve personal objectives for attending the seminar.ConclusionsSimulation in psychiatry is becoming an effective learning experience. The outcome of this pilot on report writing and cross-examination by tribunal panels how its increasing effectiveness and relevance in psychiatry.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals THE USE OF ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’ ENGLISH ORAL COMMUNICATION

2019 ◽  
Vol 2 (1) ◽  
pp. 10
Author(s):  
Mutiatun Nasihah
Keyword(s):  
Action Research ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Role Play ◽  
Real Life ◽  
Oral Communication ◽  
Islamic Banking ◽  
Life Situation ◽  
Real Life Situation ◽  
Compulsory Subject

This study aims at describing the implementation of role play technique in order to improve students’ English oral communication. The subjects of this study were forty students of UIN Maulana Malik Ibrahim Malang majoring at Islamic Banking who are taking English 1 as a compulsory subject at semester III. To meet the objective of this study, Classroom Action Research (CAR) which involved planning, acting, observing, and reflecting was used as the design of research. The data of this qualitative study were gathered through observation, interview, and documentation. Meanwhile, the result of this study was presented descriptively based on the phenomena occurred during the implementation of role-play in the process of teaching and learning. In addition, the findings of this study revealed that by applying role-play technique, the students are able to improve their English oral communication as well as increase their motivation in learning English. Role play technique allows the students to be more active in the class as they get much opportunity to speak based on the context given in a real-life situation..

scholarly journals Blended learning experience through projects

2019 ◽  
pp. 20-27
Author(s):  
Alma Delia Otero-Escobar ◽  
Elsa Suarez-Jasso ◽  
Jesús Ramirez-Sánchez ◽  
Mayra Minerva Mendez-Anota
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Research Question ◽  
Real Life ◽  
Project Based Learning ◽  
Primary Role ◽  
Learning Method ◽  
Educational Materials ◽  
Face To Face

This research applies the method of blended learning with project-based learning as a teaching strategy. The main objective was to identify the didactic contribution of the blended learning method through the solution of problems in a university context as mechanism to support the development of student competencies. The achievement of these competences was evaluated through face-to-face sessions and online interactions which sought to grant technological solutions to real organizations. Thus, through the Canvas model, the student carried out the creation of a business in a collaborative, distributed and integral manner as part of the educational experience called Technological Solutions applicable to organizations, taught at the Universidad Veracruzana in Mexico. The research question is: What is the didactic contribution of the blended learning method through problem solving in a university context? As a result of this mixed study, the contribution of the teacher is determined by coordinating, organizing, investigating and preparing the appropriate educational materials and technological resources for maximum use in student learning. A primary role of the teacher was to motivate the student to make a final product that can connect their educational activities with real-life situations.

scholarly journals LEARNING FOR THE ENVIRONMENT: A TEACHING EXPERIENCE WITH SEMI-SCRIPTED ROLE PLAY

2012 ◽  
Vol 39 (1) ◽  
pp. 130-144
Author(s):  
Nyet Moi Siew ◽  
Sopiah Abdullah
Keyword(s):  
Action Research ◽  
Learning Experience ◽  
Role Play ◽  
Teaching Experience ◽  
Role Playing ◽  
Environmental Issue ◽  
Technology And Society ◽  
Science Technology ◽  
Multiple Data ◽  
Core Course

Getting students to act out their roles and to apply appropriate arguments for and against their position as defined by the role is a challenge in approaching and exploring an environmental issue through role-playing. This action research addressed this concern by exploring how a semi-scripted role play could be used to promote active student learning in a Science, Technology and Society (STS) lesson. Using greenhouse effect as an example of environmental issue, this study explored how students playing different characters articulated their response to the semi-scripted role play setting. A group of 26 master students who took Science, Technology and Society (STS) as a core course took part in research and carried out a role play in groups of six for a period of two hours. The multiple data sources for this study consisted of student’s written reflections, an informal and unstructured observation, and Role Play Evaluation Form. Overall, the students indicated that the semi-scripted role play helped them understand an environmental issue both from their own and other’s perspective. The provision of guiding information via semi-script enabled students to feel empowered to express, share, argue, and negotiate more comfortably and confidently. In addition, students indicated that the role play helped them to develop critical thinking. The role play had helped create an engaging and productive learning experience that educators could use this exercise to lead students in the exploration of broader local environmental issues. Keywords: action research, environmental issue, semi-scripted role play, Science, Technology and Society.

UPAYA MENINGKATKAN PRESTASI BELAJAR MATA KULIAH PENJAS ADAPTIF MELALUI PEMBELAJARAN STUDENT CENTER LEARNING DENGAN MENGGUNAKAN MODEL ROLE PLAY AND SIMULATION

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Iman Rubiana
Keyword(s):  
Action Research ◽  
Role Play ◽  
Post Test ◽  
Student Center

Penelitian ini bertujuan untuk mengetahui peningkatan prestasi belajar mahasiswa PJKR angkatan 2010 Tahun Ajaran 2013/2014 dalam matakuliah Penjas Adaptif dengan menerapkan pembelajaran student center learning dengan mengunakan model role play and simulation. Penelitian ini menggunakan metode clasroom action research Dengan populasi mahasiswa kelas J berjumlah 31 orang. Setelah menerapkan pembelajaran Student Center Learning dengan model role play and simulation diperoleh data dari hasil evaluasi. Dapat disimpulkan bahwa awalnya  dinyatakan belum mencapai KKM karena 12 mahasiswa hanya mencapai nilai di bawah 70. Sedangkan data hasil setelah menggunakan pembelajaran student center learning dengan menggunakan model role play and simulation menunjukan adanya peningkatan pada hasil post test, dengan hasil 31 mahasiswa semuanya mencapai 100% di atas nilai KKM. Kata kunci: Penjas Adaptif, Pembelajaran SCL, Model Role Play & Simulation.

Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

2004 ◽  
Vol 28 (3) ◽  
pp. 102-104 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Subramanya Upadhya ◽  
Sharmila Torke ◽  
K. Ramnarayan
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Case Studies ◽  
Teaching Strategy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Undergraduate Medical Students ◽  
Life Problems ◽  
Motivation For Learning

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before ( exam 1) and one after ( exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 ( P < 0.0001). Feedback from students indicated that this method was useful and challenging.

scholarly journals A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aisling Kerr ◽  
Judith Strawbridge ◽  
Caroline Kelleher ◽  
James Barlow ◽  
Clare Sullivan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Role Play ◽  
Real Life ◽  
Skills Training ◽  
Realist Evaluation ◽  
Communication Training ◽  
Pharmacy Students ◽  
Simulated Patients ◽  
Rank Test

Abstract Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

Sign in / Sign up

Export Citation Format

Share Document