Come to the Edge: Role Playing Activities in a Constitutional Law Class

Hensley, Thomas R.

doi:10.2307/419508

Cited by 30 publications

(10 citation statements)

References 10 publications

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“…Role playing or simulated learning (King, 1974) is a traditional and widely recognized technique used in political science (Dorn, 1989;Hensley, 1993). For years, law students from a private higher education institution in Colombia have developed traditional role-play workshops involving defendants, plaintiffs and judges in a Procedural law class.…”

Section: Introductionmentioning

confidence: 99%

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Robles¹,

Guerrero²,

Solano³

et al. 2019

JITE:Research

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Aim/Purpose: The purpose of this study was to analyze the online teacher- students’ interactions using WhatsApp, an instant messaging tool, and to identify the students’ view towards the use of that tool in a law course from a higher education institution in Colombia. Background: WhatsApp is a trending tool that is ultimately being used in academic contexts. However, little research is known on the types of interactions that occur when teachers are involved in student conversation groups. Methodology: This is a mixed- method study. Participants completed an opinion survey in order to establish students’ satisfaction towards the use of WhatsApp to complement face-to- face classes, a focus group to explore in depth the students´ opinions and acceptance of the WhatsApp tool for academic purposes and a chat conversation register to analyze the different types of interactions. The sample included 166 Law students. Contribution: Our contribution is to enrich the current literature on the interactions between teachers and students in a virtual environment where teachers can monitor the different academic tasks, coordinate in real time and analyze the students’ interactions that impact on the students’ ´learning process. Findings: The findings found in this research reveal that the different interactions between students and teachers in order to facilitate learning should be valued not only the relationships of knowledge construction, but also the social and interdependence presences due to the fact that in traditional learning processes they are not usually taken into account. Recommendations for Practitioners: The results of our research give evidence of how students in each subgroup (Plaintiffs, Defendant or Judges) diversify the use of the WhatsApp tool. Whether it is to organize, coordinate meetings, plan work, make quick inquiries, clear doubts, share messages and especially be able to communicate in real time and directly with the teacher, thus facilitating the learning process in the classroom. Recommendation for Researchers: This study identified that law university students appear to have a special preference for the WhatsApp tool, thanks to the immediacy of being able to coordinate tasks and communicate with the teacher, in comparison to using other technological means such as email. We recommend continuing to explore the use of WhatsApp in other different disciplines in order to compare the teacher-student interactions. Impact on Society: The analysis of academic interactions through WhatsApp may lead to further exploration of innovative forms of communication of teachers with their millennial students and new teacher roles to design constructive learning environments. Future Research: Future studies are suggested with regard to this topic and it would be interesting to carry out research work that deeply analyzes the role the instructor plays when participating in a WhatsApp chat group with academic purposes and how it may condition the way students interact.

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Section: Introductionmentioning

confidence: 99%

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Robles¹,

Guerrero²,

Solano³

et al. 2019

JITE:Research

View full text Add to dashboard Cite

show abstract

“…Articles published in PS, for instance, detail the use of moot court and other similar exercises~Collins and Rogoff 1991 ;Guliuzza 1991;Hensley 1993;Baker 1994 Formal debates are perhaps the easiest of these exercises to incorporate into classes. Works such as William Bennett's Beginning Debate~1990!…”

Section: Legal Learning Strategiesmentioning

confidence: 99%

Critical Race Pedagogy: Teaching About Race and Racism through Legal Learning Strategies

Alexander‐Floyd

2008

APSC

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Student resistance to learning about race and racism is pervasive and well-documented. Scholars have noted an array of direct and indirect resistance tactics. These range from withdrawal from class discussion or course withdrawal; questioning professorial authority in classrooms; and verbal and physical harassment and assault (Painter 2000; Tatum 2001; Tusmith and Reddy 2002; Lee and Johnson-Bailey 2004). In response, scholars have developed a variety of pedagogical approaches and techniques for confronting student resistance and/or providing the optimal context for teaching on race and other sensitive subjects. These responses to resistance to learning about race and racism include, but are not limited to: “frontloading” (i.e., providing a substantial amount of data establishing the reality of social inequality at the beginning of the course, and telling students ahead of time that they will be engaging in difficult subjects, and to expect discomfort) (Samuels, Fervber, and Herrera 2003); setting ground rules for discussion to ensure respect in the classroom (Allen, Floyd-Thomas, and Gillman 2001); assigning privilege inventories and/or other exercises, such as journaling, that encourage self-examination (Allen, Floyd-Thomas, and Gillman 2001; Sue 2003); and creating opportunities for self-generated knowledge (e.g., assigning interviews on racial topics) (Tatum 2001).Thanks to my two anonymous reviewers, Gena Chandler, and Emily Satterwhite for their helpful comments on the manuscript. Also, this work was presented as a faculty development workshop in 2004 sponsored by Virginia Tech's Center for Excellence in Undergraduate Teaching and at a panel on teaching and learning at the 2006 Annual Meeting of the APSA.

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“…Hence, simulations have been used as an active-learning tool to study decision making at the United Nations (Chasek 2005;McIntosh 2000), decision making during the Cuban Missile Crisis (Stover 2007), two-level negotiation games (Young 2006), decision making within the European Union (Zeff 2003), negotiations in the anarchic Isle of Ted (Thomas 2002), brinkmanship crisis in the Arab-Israeli conflict (Dougherty 2003;Raymond and Sorensen 2008), cabinet formation in a country with a proportional-representation electoral system (Shellman 2001), ethnic conflict in a postcommunist setting (Ambrosio 2004), Supreme Court decision making (Hensley 1993), and crisis decision making (Franke 2006;Kanner 2007). Such broad applications have only increased the appeal of role-playing simulations (Endersby and Webber 1995;Kaarbo and Lantis 1997;Shaw 2004).…”

Section: Active Learning Simulation and Role-playingmentioning

confidence: 99%

Bureaucratic Politics and Decision Making Under Uncertainty in a National Security Crisis: Assessing the Effects of International Relations Theory and the Learning Impact of Role-Playing Simulation at the U.S. Naval Academy

Biziouras

2013

Journal of Political Science Education

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Using a pre-=posttest research design, this article measures the learning impact of active-learning techniques such as role-playing simulations in an international relations course. Using the students' different responses to the pre-and postsimulation surveys in a quasi-experimental design whereby two sections that were taught by the same instructor were given different sets of theoretical readings, this article shows how exposure to different decision-making theories has a measurable effect on how students behave in the role-playing simulation.

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Come to the Edge: Role Playing Activities in a Constitutional Law Class

Cited by 30 publications

References 10 publications

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Critical Race Pedagogy: Teaching About Race and Racism through Legal Learning Strategies

Bureaucratic Politics and Decision Making Under Uncertainty in a National Security Crisis: Assessing the Effects of International Relations Theory and the Learning Impact of Role-Playing Simulation at the U.S. Naval Academy

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