Blended learning using role-plays, wikis and blogs

Ruyters, Michele; Douglas, Kathy; Law, Siew Fang

doi:10.5204/jld.v4i4.88

Cited by 14 publications

(11 citation statements)

References 11 publications

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“…A storyline incorporating parties in separate locales negotiating the price of a domain name (see, e.g., Manwaring ) makes “online sense.” Conversely, an online negotiation between neighbors, or between a car salesperson and a customer situated in a car lot, would feel out of place. Similarly, given the proliferation of blended learning, a simulation should be intentionally considered and designed in conjunction with the media through which it will be debriefed (see Ruyters, Douglas, and Law )…”

Section: Improved Use Of Simulationmentioning

confidence: 99%

Games, Claims, and New Frames: Rethinking the Use of Simulation in Negotiation Education

Druckman

Ebner

2013

Negotiation Journal

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Negotiation educators have long considered the use of role-play simulations as an essential classroom teaching method, and have had high expectations regarding their suitability and efficacy for teaching. In this article, we review the literature to examine the degree to which simulations deliver on these perceived benefits, finding that simulations enjoy only limited advantages over other teaching methods.We note three trends that have developed as part of this reevaluation process: improving the way simulations are conducted, deemphasizing the use of simulations as a teaching tool while seeking new methods, and finding paradigm-changing uses for simulations. With regard to this last trend, we describe our own experiments assigning students to design their own simulations, rather than participate in them as role players. Among other benefits of the design method, we found that designers showed greater improvements in concept learning and motivation than did role players.

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Section: Improved Use Of Simulationmentioning

confidence: 99%

Games, Claims, and New Frames: Rethinking the Use of Simulation in Negotiation Education

Druckman

Ebner

2013

Negotiation Journal

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“…A wiki is one of a few Web 2.0 applications that have opened the door to new and innovative teaching methods (Augar, Raitman, & Zhou, 2004;Ehlers, 2009;Ferris & Wilder, 2006;Hazari, North, & Moreland, 2009). Facebook has been used in the teaching of architecture (McCarthy, 2009); Wimba has been used to provide feedback in a multicultural teaching environment (Warner, 2009); and wikis have been used in teaching physical education (Mears, 2009), nursing (Ciesielka, 2008), languages (Matthew, Felvegi, & Callaway, 2009), law (Ruyters, Douglas & Law, 2011) and information systems (Lending, 2010). Wikis are being used in education to varying degrees of success however; the amount of literature and success stories is limited.…”

Section: Introductionmentioning

confidence: 99%

Wiki use that increases communication and collaboration motivation

Davidson

2012

JLD

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Communication and collaboration can be readily enabled by the use of many ICT tools. A wiki, which is an easily accessible and editable website, is one such platform that provides the opportunity for students to work on group projects without the barriers that arise from traditional group work. Whilst wiki use is becoming more common, its use in education is patchy and pedagogical reasoning and evaluation of such use is under explored. This paper addresses the gap in pedagogy and evaluation in the context of accounting studies. A traditional assessment task of writing an essay that involved a research and knowledge component was redesigned to enable groups to communicate and collaborate at a distance using a wiki. Through participant observation and student reflections of the group project, a wiki was found to be an effective platform to communicate and collaborate on a group project and enabled different barriers to be broken down. Wikis provide ubiquitous access to group work, organisation and version control, levels the playing field for dominant and shy students, and provides transparency for non-performers and high achievers.have a list of graduate attributes that describe the skills they expect a student to have upon graduating. These usually include a high order of interpersonal understanding, teamwork and communication skills among others.

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“…Although DBs can also be used for this activity, the strands of the responses can become confusing to students and provide a more stagnant learning activity. 1 Thus, their use in DBs needs to be highly focused and often involves more instructor monitoring and guidance.…”

Section: Example Of Collaboration Using a Wikimentioning

confidence: 99%

“…1 The truth is that traditional DBs are so formulaic, they are boring. The traditional approach is ask a question, read assigned reading and, perhaps, find outside resources, post an original answer to the question, and reply to a set number of students.…”

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confidence: 98%

Discussion Boards

Adelman

Nogueras

2013

Nurse Educator

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Creating discussion boards (DBs) that capture student imaginations and contain meaningful interactions can be a difficult process. Traditional DBs use a question-and-answer format that often is boring for both the student and instructor. The authors present creative approaches to DBs that result in lively debates and student-to-student and student-to-faculty interactions, including role playing, blogging, wikis, and the use of voice.

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Blended learning using role-plays, wikis and blogs

Abstract: Student learning about legal skills in legal education

Cited by 14 publications

References 11 publications

Games, Claims, and New Frames: Rethinking the Use of Simulation in Negotiation Education

Games, Claims, and New Frames: Rethinking the Use of Simulation in Negotiation Education

Wiki use that increases communication and collaboration motivation

Discussion Boards

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