Employing Role play in teaching and learning: a case of Higher Education

Mabusela, Sewela M.; Adams, J. D.

doi:10.20853/27-3-263

Cited by 5 publications

(5 citation statements)

References 11 publications

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“…Some advantages of roleplay and teaching and learning process includes raising students' interest to the topics learnt [46], encouraging students' engagement [39], interesting and fun [43], improve understanding of the subject content [47], encourage interaction and communication [47] and teaches empathy and understanding of different perspectives as in roleplaying, the student is representing and experiencing a character in the scenario [46]. In addition to that, a study by [48] found that roleplaying simulation activities help their students to achieve better final marks and have better pass rates compared to students taught using traditional methods.…”

Section: Roleplaymentioning

confidence: 99%

Exploring Best Practices for New Climate Change Policy and Law Program

Mohamad,

Ahmad,

Anuar

et al. 2024

IOP Conf. Ser.: Earth Environ. Sci.

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Climate change law is seldom taught formally as a program at institutions of higher education. Hence, it is unclear as to how climate change law lessons should be delivered. This paper focuses on the exploration of best practices for new climate change policy and law program. The study engaged in purely qualitative methodology, involving interviews with 10 experts in environmental law and climate change from academia and industry partners, as well as environmental law alumni. The collected data was analysed in ATLAS.ti software version 22 using thematic analysis approach. The study found that among the recommended best practices of teaching delivery methods for the program are service learning (SL), global learning, article contributions to newspapers and project-based learning (PBL). SL involves the implementation of credited projects by the students for the benefit of a targeted community focusing on climate change issues. Meanwhile, global learning involves collaborative events with member institutions within Malaysia or abroad, in which experts, academia and industry practitioners can join and participate for sharing of experiences, skills and knowledge on climate change current issues and challenges. Students can also be encouraged to write their articles to be submitted to newspaper portals, either printed or online sites. Additionally, lecturers can prompt specific PBL projects to the students, in which students are to “carry out” climate change-related projects in this innovative and inspiring learning strategy. The final strategy is to encourage students to implement roleplay in classes, aiming at giving simulation experiences in solving climate change issues. Hopefully, this paper will become a catalyst for future studies on climate change curriculum development, particularly on teaching delivery practices. The findings are highly pertinent to United Nation’s Sustainable Development Goal SDG13 on climate action. In the broader context, the findings of the study will be a great contribution towards the attainment of sustainability efforts on climate action, particularly in capacity building of the people on teaching delivery methods of climate change policy and law.

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Section: Roleplaymentioning

confidence: 99%

Exploring Best Practices for New Climate Change Policy and Law Program

Mohamad,

Ahmad,

Anuar

et al. 2024

IOP Conf. Ser.: Earth Environ. Sci.

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“…Si bien en la teoría de Piaget (Piaget y Fernández, 1983) encontramos los conceptos psicológicos del proceso cognitivo, mediante el cual el individuo genera la capacidad para adaptarse e interiorizar la realidad que le rodeo, las teorías de David Kolb sostienen que el conocimiento se crea mediante la transformación de la experiencia, en la que el individuo aprende haciendo en un proceso de aprendizaje experiencial (Mabusela y Adams, 2016). Kolb establece cuatro estilos de aprendizaje que personalizan el enfoque del docente y su relación con el estudiante: el individuo activo, el reflexivo, el teórico y el pragmático (Jiménez Álvarez et al, 2019).…”

Section: Otros Antecedentesunclassified

“…El cambio cualitativo que persigue la educación superior en la búsqueda de una alta calidad académica se fundamenta en generar mejores competencias de cara al mercado laboral. Lo que significa formar en el estudiante conocimientos sólidos con habilidades y destrezas dentro de su campo profesional; pero sobre todo actitud y valores humanos (Alonso et al, 2019;Calabor et al, 2018;Mabusela y Adams, 2016;Ros y Conesa, 2013). Este proceso formativo permanente se realiza en las condiciones de nuevos y complejos escenarios, que imponen renovar y dinamizar los procesos en la búsqueda de nuevos métodos de enseñanza y aprendizaje (Pourghaznein et al, 2015).…”

Section: Introductionunclassified

“…A pesar de que hace varios años la investigación educativa ha profundizado en estos nuevos métodos de aprendizaje muchas universidades se mantienen impartiendo contenidos por sistemas tradicionales y la aplicación de formas alternativas es todavía limitada (Mabusela y Adams, 2016). Si bien es cierto que algunos docentes pueden ser capaces de impartir conferencias altamente motivacionales, este estilo puede ser poco fructífero en la construcción de asociaciones de los contenidos de alto nivel y en facilitar a los estudiantes los conocimientos profesionales que necesita (Randi y Carvalho, 2013).…”

Section: Introductionunclassified

“…Puede determinarse de esta manera el Juego de rol como una técnica dentro del enfoque experiencial de Kolb y como una excelente estrategia metodológica(Mabusela y Adams, 2016). Una herramienta que permitiría afrontar nuevas y complejas demandas formativas, orientada al desarrollo de competencias y a promover la capacidad de aprender a aprender, al involucrar al individuo en una interacción directa con aquello que estudia(Ferrero et al, 2018;Ros y Conesa, 2013).…”

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La gamificación como herramienta educativa: el estudiante de contabilidad en el rol del gerente, del contador y del auditor

et al. 2020

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Esta investigación propone un aprendizaje por gamificación en un juego de rol con estudiantes de contabilidad que enfrentan dentro del aula una situación empresarial. Se estudian los resultados donde grupos de tres estudiantes asumen el papel del gerente, el contador y el auditor interno; y toman decisiones vinculadas a la gestión y a la ética. Comparativamente se analizó otro grupo de estudiantes que recibieron contenidos por métodos tradicionales. Simultáneamente se aplicó un cuestionario tipo Likert para medir la motivación en todos los estudiantes. Mediante un cuasiexperimento contrastado por una ANOVA factorial, se buscaron diferencias en las calificaciones por la incidencia del factor metodológico y el motivacional. Los resultados mostraron diferencias significativas para ambos factores. Se concluye que existe una relación entre las calificaciones de los estudiantes de contabilidad y el desarrollo de contenidos propios de la carrera a través del juego de rol propuesto.

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Designing Seamless Learning Using Role-Playing Experiences

Jones

Novak

Luchs³

et al. 2017

Advances in Educational Technologies and Instructional Design

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This chapter examines seamless learning in the context of three case studies that incorporate role-play as a pedagogical approach to integrate contextually aware learning from the formal classroom to informal spaces both face-to face and online. The research question explored is whether role-playing design in seamless mobile learning can cultivate the learners' intrinsic motivation to engage with the course and collaborate with others. In all three case studies, a variety of technologies, such as web 2.0 and mobile devices, were employed to offer learners a seamless learning experience. The studies revealed that majority of the learners were more invested and engaged in the course experience by participating in technology-mediated role-playing activities. We conclude that role-playing should be part of the seamless learning approach, since role-playing can mediate learners' access to different knowledge areas through various perspectives, just as technology can serve as mediators in the seamless learning paradigm.

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Employing Role play in teaching and learning: a case of Higher Education

Cited by 5 publications

References 11 publications

Exploring Best Practices for New Climate Change Policy and Law Program

Exploring Best Practices for New Climate Change Policy and Law Program

La gamificación como herramienta educativa: el estudiante de contabilidad en el rol del gerente, del contador y del auditor

Designing Seamless Learning Using Role-Playing Experiences

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