Using Role Play and Team Teaching as Strategies to Add Depth to Online Discussion

2011 ◽  
pp. 164-182 ◽  
Author(s):  
Ron Lombard ◽  
Barbara Biglan
Keyword(s):  
Team Teaching ◽  
Online Discussion ◽  
Role Play ◽  
Role Playing ◽  
Course Delivery ◽  
Online Course ◽  
Action Research Project ◽  
Graduate Course ◽  
Observable Data ◽  
The Impact

This is a review of an action research project dealing with the impact of a role playing activity in an online course. Two instructors of an online graduate course collected observable data based on response and participation levels of students in an online discussion setting. Subsequently, utilizing the same discussion topic, the instructors combined for a course delivery team teaching and role playing approach to the discussion. In the second course the instructors assumed the roles of John Dewey, Mao Tse-Tung, and Aristotle and exchanged responses and comments with each other and with students. A comparison of the levels of responses between the two approaches utilizing the same rubric allowed to measure the impact of role play and team teaching. A review of research related to team teaching and role playing as approaches to enhance discussions provides background to decision to utilize these two approaches to enhance the discussion process.

scholarly journals DON'T JUST SAY THANK YOU: EXPLORATION OF TYPES OF POSTS INSPIRING AND HINDERING DEEP CONVERSATIONS ONLINE

2019 ◽  
Vol 2019 ◽  
Author(s):  
Devayani Tirthali ◽  
Yumiko Murai
Keyword(s):  
Learning Community ◽  
Sequential Analysis ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Course ◽  
Online Discussion Forum ◽  
Personal Experiences ◽  
Fixed Structure ◽  
The Impact ◽  
The Given

In an open online discussion forum, where there is no fixed structure or a facilitator like a course forum without any assigned themes, every participant is a facilitator shaping the direction and depth of a conversation. How can we as designers then make sure it leads to an engaging learning community that learners keep coming back to beyond the given course period? This paper reports on sequential analysis of 172 posts in 32 threads and close reading of two threads from an open online discussion forum in a free open online course, specifically looking at the impact of participant actions as facilitative moves, to gain better understanding of the types of actions that lead to deeper and sustained engagement with the ideas of interest. Sequential analysis is an approach that estimates which types of sequences of posts or interactions are most likely to occur in a threaded discussion. The results showed that sharing personal experiences attracted most responses, implying that it is important to encourage participants to share questions or cases connected to their personal experiences. In addition, somewhat paradoxically, we found that posts acknowledging responses tend to conclude and close down the conversation while posts that ask diverging questions tend to attract more discussion.

scholarly journals Teaching asthma first aid to pharmacy students: A comparative study between an online course and simulation by role-play

2021 ◽  
pp. 92-104
Author(s):  
Dalia Bajis ◽  
Betty Chaar ◽  
Iman Basheti ◽  
Rebekah Moles
Keyword(s):  
Group Discussion ◽  
Role Play ◽  
Online Training ◽  
First Aid ◽  
Pharmacy Students ◽  
Online Course ◽  
Simulation Based ◽  
Survey Results ◽  
Methods Of Learning ◽  
The Impact

Objective: To assess the impact of a bimodal workshop on pharmacy students’ ability to perform asthma first aid (AFA) and their preferred method of learning. Method: Pharmacy students from the Applied Science University (ASU) in Amman, Jordan were invited to participate in an AFA training workshop, comprised of an online training course and simulation by role-play. Students were randomly allocated to one of two groups to start with either a simulation-based session or an interactive online course. After completion of the first session, groups were switched. Student ability to perform AFA was assessed by role-play using an AFA checklist. Students’ preferences on methods of learning were investigated by evaluation forms and focus group discussion using a semi-structured survey. Results: Fifty students enrolled in the study, 35 (70%) completed the evaluation forms on self-perceived confidence and overall satisfaction with the workshop. Performance in the role-played scenarios was not significantly correlated to whether students received the online training prior to assessment. Students (n=35, 97%) agreed the AFA workshop increased their knowledge and confidence in managing a patient experiencing asthma exacerbation. When asked about their preferred method of learning, 77% stated a combination of online coursework and role-play. Conclusion: Students valued the novelty of combining learning methods, and hands-on training was perceived as necessary to consolidate knowledge into practice. Thus, blended learning was preferred by pharmacy students attending ASU in Jordan for learning how to perform AFA, and their performance was not affected by the mode of learning in this study.

scholarly journals Teknik Role Playing sebagai Metode Pembelajaran Menyenangkan dalam Mata Kuliah Bahasa Inggris

2020 ◽  
Vol 2 (2) ◽  
pp. 86-100
Author(s):  
Wiwin Winarti ◽  
Dian Nuramdiani
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Role Play ◽  
Phenomenological Approach ◽  
Role Playing ◽  
Group Cohesiveness ◽  
Study Program ◽  
The Impact

The purpose of this study was to determine the impact of the long-term Role Playing technique to the alumni of the Al Islam Bandung Polytechnic (PAIB), especially alumni of Hospital Administration Study Program students. The study was conducted for five months from July to November 2019. The research method used in this study was a qualitative method with a phenomenological approach. The data collection techniques, because the domicile of the alumni are scattered in many places far apart, then to facilitate the collection of questionnaires through a Google form that is distributed through the WA alumni network, Facebook and Instagram. In addition, a Focus Group Discussion was held on 20 alumni, as well as interviews with five alumni located in Garut, Tasikmalaya, Depok, Soreang and Bandung. The results of the study show that role play for alumni fosters group cohesiveness and class solidity. Students who have more proficiency in English help other students who have difficulties, both in memorizing dialogue, practicing reciting and preparing the stage set, so that students are able to express their feelings in role play and are able to reduce their nervousness when performing. Tujuan dari penelitian ini adalah untuk mengetahui dampak teknik Role Playing dalam jangka panjang kepada para alumni Politeknik Al Islam Bandung (PAIB), khususnya alumni mahasiswa Program Studi Administrasi Rumah Sakit. Penelitian dilakukan selama lima bulan dari bulan Juli hingga November 2019. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif dengan pendekatan fenomenologis. Adapun teknik pengumpulan data, karena domisili para alumni tersebar di banyak tempat yang berjauhan, maka untuk mempermudah pengumpulannya dilakukan penyebaran angket melalui google form yang disebarkan melalui jaringan Grup WA alumni, Facebook dan Instagram. Selain itu juga dilakukan focus Group Discussion kepada 20 alumni, serta wawancara kepada lima alumni yang berlokasi di Garut, Tasikmalaya, Depok, Soreang dan kota Bandung. Hasil dari penelitian menunjukkan bahwa role play bagi para alumni memupuk kekompakan kelompok dan kesolidan kelas. Mahasiswa yang memiliki kemampuan lebih dalam Bahasa Inggris membantu mahasiswa lain yang kesulitan, baik dalam menghafal dialog, berlatih melafalkan dan mempersiapkan tata panggung, sehingga mahasiswa mampu mengekspresikan perasaannya dalam role play dan mampu mengurangi rasa gugup saat pentas.

scholarly journals Diving into Lake Devo: Modes of representation and means of interaction and reflection in online role-play

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Linda Koechli ◽  
Maureen Glynn
Keyword(s):  
Virtual Worlds ◽  
Role Play ◽  
Role Playing ◽  
Action Research Project ◽  
Play Activity ◽  
Post Secondary ◽  
Modes Of Representation ◽  
3D Virtual Worlds ◽  
Survey Responses ◽  
3D Virtual Environments

<p>This paper outlines an action research project involving the development of an educational online role-playing website, known as Lake Devo. Designed in keeping with constructivist principles, the website is used in select post-secondary courses at Ryerson University and allows learners to work synchronously, using visual, audio, and text elements to create avatars and interact in online role-play scenarios. The website also provides an integrated area for debrief following role-play activities. The features of the website were deliberately intended to provide a viable alternative to text-only online role-play activities, while not requiring the highly sophisticated elements of 3D virtual environments. During the period of the project on which this article reports, learners were invited to use the Lake Devo website for an assigned role-play activity. Online learner survey responses were collected following the pilot implementations of the website to determine the extent to which the non-text modes of representation (visual, audio) in Lake Devo, along with an integrated debrief area on the site, supported the learners in their online role-play activity. The preliminary findings suggest that Lake Devo provides an environment that effectively supports online role-play. The simple format of the Lake Devo avatars, the availability of visual and audio elements, and the ability to create a lasting artifact for review in a dedicated debrief area engage students and also reinforce the constructivist and collaborative nature of role-play activities. For practitioners beyond the Lake Devo project team and the Ryerson context, the Lake Devo website provides an example of an online role-play environment that offers alternatives to text-based and/or 3D virtual worlds.</p>

scholarly journals The Effectiveness of Role Play Techniques in Teaching Speaking for EFL College Students

2017 ◽  
Vol 8 (5) ◽  
pp. 863 ◽  
Author(s):  
Dhea Mizhir Krebt
Keyword(s):  
Role Play ◽  
Role Playing ◽  
Control Group ◽  
College Level ◽  
Post Test ◽  
Efl Students ◽  
Speaking Skill ◽  
Efl College Students ◽  
The Impact ◽  
Experimental Group

The paper investigates the impact of role-playing as a classroom technique on Iraqi EFL students’ speaking skill on Iraqi EFL students at the college level. The students are 40 college language students in University of Baghdad, College of Education Ibn-Rushd randomly chosen. Then, they were divided into two groups, experimental and control groups. Thirty questions were applied to both groups as a pre-test of speaking and the students asked to answer them orally. The experimental group was taught speaking skill of the targeted role-play technique while the control group was taught in traditional method. After 20 lessons of the teaching, the post-test of speaking was conducted in which the students in both groups were asked to answer. The results showed that there is a significant improvement in speaking skill of experimental group. The two groups were significantly different to the sake of using role play technique.

scholarly journals Exploring the impact of role-playing on peer feedback in an online case-based learning activity

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Yu-Hui Ching
Keyword(s):  
Positive Impact ◽  
Role Play ◽  
Peer Feedback ◽  
Role Playing ◽  
Learning Activity ◽  
Constructive Feedback ◽  
Case Based Learning ◽  
The Impact ◽  
Case Based

<p>This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners’ generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.</p>

scholarly journals Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework

2020 ◽  
Vol 14 (2) ◽  
pp. 183-198
Author(s):  
Indira Puteri Kinasih ◽  
Nur Hardiani
Keyword(s):  
Teaching And Learning ◽  
Lesson Plan ◽  
Role Play ◽  
Role Playing ◽  
Positive Influence ◽  
Mathematics Lesson ◽  
Content Quality ◽  
Math Teachers ◽  
Teacher Understanding ◽  
The Impact

The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.

scholarly journals APPLICATION METHODS TO INCREASE OF ROLE PLAYING ON LEARNING MATERIALS PRESERVING NKRI (PENERAPAN METODE ROLE PLAY UNTUK MENINGKATKAN HASIL BELAJAR PADA MATERI MENJAGA KEUTUHAN NKRI)

EDUTECH ◽  
2017 ◽  
Vol 15 (3) ◽  
pp. 237
Author(s):  
Mahfudin
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Civic Education ◽  
Role Play ◽  
Role Playing ◽  
Application Methods ◽  
The Republic ◽  
And Behavior ◽  
Mastery Criteria ◽  
The Impact

Abstract. Uncertainty in the nation's economy, the impact of globalization as well as various crises and disasters are problems that may lead to national disintegration which make few groups want to secede from NKRI. All these problems unilaterally are evidences of the unreliability of civic education learning as a subject that mandates to maintain the integrity of NKRI, not in the macro scope but in giving civic education as early as possible from the elementary school. The learning outcomes of civic education learning do not only include the acquisition of knowledge, but more to the acquisition of feeling and behavior. Consequently, in the pre-cycle, the researcher found difficulties to integrate the two domains, which made the learning outcomes below the mini-mum mastery criteria, students’ behavior lacking the feeling of love to their homeland and stu-dents’ motivation in learning low. To solve the problems, the researcher used role play method and as a result, after two cycles, students’ learning outcomes increased. The percentage of stu-dents’ minimum mastery criteria increased from 52% (score 75) to 69% in cycle I and 96% in cycle II. In addition, the students’ were more motivated in learning, followed ceremony in an or-derly manner, and behaved in ways that reflect the love of homeland. It can be concluded that ap-plying role play method in the lesson of preserving the integrity of NKRI at Grade V SDN Cilengkrang North Sumedang Regencey, students’ learning outcomes could be improved.Keywords: Role Play Method, Civic Education Learning, Integrity of The Unitary State of The Republic of IndonesiaAbstrak. Ketidakpastian kondisi perekonomian bangsa, pengaruh globalisasi serta berbagai krisis dan bencana merupakan permasalahan yang merujuk ke arah disintegrasi bangsa. Sehingga segelintir kelompok ingin memisahkan diri dari NKRI. Semua permasalahan diatas secara sepihak merupakan suatu bukti ketidak mempanan pembelajaran PKn sebagai mata pelaja-ran yang mengamanatkan untuk menjaga keutuhan NKRI, tetapi bukan dari kasus makro melain-kan harus dimulai sedini mungkin dari lingkungan sekolah dasar. Hasil belajar PKn tidak hanya menuntut penguasaan pengetahuan, tetapi lebih kepada perasaan dan perilaku. Maka dari itu ketika pra siklus penulis mengalami kesulitan untuk memadukan ranah tersebut sehingga hasil belajar di bawah KKM, perilaku siswa akan rasa cinta tanah air kurang melekat, bahkan semangat belajar kurang termotivasi. Maka dengan itu, penulis merancang sebuah pembelajaran dengan metode Role Play. Alhasil dengan dua kali tindakan hasil belajar siswa pun meningkat. Persentase ketun-tasan belajar siswa mengalami peningkatan dari 52% yang mencapai nilai KKM yaitu 75. Pada siklus I meningkat mejadi 69% dan siklus II 96%. Siswa pun belajar dengan semangat, mengikuti upacara dengan tertib, dan berperilaku yang mencerminkan cinta tanah air. Maka dari itu dengan menerapkan metode Role Play pada pembelajaran pentingnya menjaga keutuhan NKRI di kelas V SDN Cilengkrang Kecamatan Sumedang Utara hasil belajar siswa dapat meningkat.Kata Kunci: Metode Role Play, Pembelajaran PKn, Keutuhan NKRI

scholarly journals REMOVING RETICENCE LEADING TO TRANSFORMATION IN NEGATIVE PERCEPTION THROUGH EXPERIMENTAL DESIGN

2020 ◽  
Vol 3 (2) ◽  
pp. 167-182
Keyword(s):  
Regression Analysis ◽  
Business Students ◽  
Student Perception ◽  
Role Play ◽  
Role Playing ◽  
Guest Speaker ◽  
High Demand ◽  
Test Analysis ◽  
Negative Perceptions ◽  
The Impact

The high demand in salesforce could not generate business students' shift towards this profession despite prevailing global unemployment. Removing students' reticence about sales careers can help motivate them to espouse sales careers, meet this demand-driven profession's challenges, and help eradicate unemployment. This study examines the impact of role-playing and guest speaker expert presentation through experimental research design by using a randomized trial method in changing students' negative perceptions about a sales career with the intent to pursue it. This study used the t-test analysis that depicted the students' perception regarding sales career and the regression analysis that elucidate a direct impact of student' perception on their intent to pursue a sales career. The results show that role-play and presentation by guest speaker interventions significantly impact the changing students' negative perceptions about sales careers. The regression analysis shows that all sales perception subscales directly impact students' intent to pursue a sales career. The study is useful for policymakers, sales experts, researchers, and practitioners.

scholarly journals Protocol for a Mixed-Methods Evaluation of a Massive Open Online Course on Real World Evidence (Preprint)

2018 ◽  
Author(s):  
Edward Meinert ◽  
Abrar Alturkistani ◽  
David Brindley ◽  
Glenn Wells ◽  
Josip Car
Keyword(s):  
Data Science ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Structured Interviews ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Real World Evidence ◽  
Course Engagement ◽  
The Impact

BACKGROUND Increasing number of Massive Open Online Courses (MOOCs) are being used to train learners at scale in various healthcare related skills. However, many challenges in course delivery require further understanding, for example, factors exploring the reasons for high MOOC dropout rates, recorded low social interaction between learners and the lack of understanding of the impact of a course facilitators’ presence in course engagement. There is a need to generate further evidence to explore these detriments to MOOC course delivery to enable enhanced course learning design. OBJECTIVE This protocol aims to describe the design of a study evaluating learners knowledge, skills and attitudes in a Massive Open Online Course (MOOC) about data science for healthcare. METHODS This study will use two evaluation models: 1) The RE-AIM framework and the 2) Kirkpatrick model drawing data from pre and post-course surveys and post-MOOC semi-structured interviews. The primary goal of the evaluation is to appraise participants' knowledge, skills, and attitude after taking the MOOC. RESULTS A summary of the research findings will be reported through a peer-reviewed journal and will be presented at an international conference. CONCLUSIONS The proposed multi-method evaluation of the MOOC was determined based on the MOOC’s aims and objectives and the methodological approaches used to evaluate this type of a course. The MOOC evaluation will help appraise the effectiveness of the MOOC in delivering its intended objectives. CLINICALTRIAL Ethics approval for this study was obtained from Imperial College London through the Education Ethics Review Process (EERP) (EERP1617-030).

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