Results, analysis and discussion

Case 1 Online role play

Online role-play was used as an assessment approach in a second-year public communication unit (course) offered by the Faculty of Arts for on and off-campus students. Forty-two students were enrolled in 2004.

The lecturer in this case had become dissatisfied with the quality of students' learning about theoretical aspects of the unit and felt there was a need to use a more egalitarian approach that enabled students to immerse themselves in an authentic experience and construct their own understandings through social interaction. The lecturer reported that over a period of time, she had developed her expertise as a reflective practitioner and now demonstrates a strong commitment to improving student learning. She wanted to move them beyond 'skilling for jobs', and decided to try using role-play to this end. The aim of the role-play she developed was to 'deepen students' theoretical understandings' and was based on the notion that 'knowledge is socially constructed' and that comparing different perspectives 'helps build and shape understandings'. Students were required to take part in an online debate about an environmental planning dispute relating to the fictional 'Wallaby Forest', and were cast in the role of either a property developer or environmentalist. The teacher allocated these roles and used a video scenario as a motivational trigger for the debate. When students were given their roles, they were required to work collaboratively in online groups to reach a consensus about their arguments and produce a speech to be presented in a public forum. Speeches for both sides of the argument were posted online and student groups then worked together to critique the opposing side's position. Student participation was assessed with reference to evidence of research, level of engagement with a range of relevant issues, academic skills demonstrated, and presentation of their arguments. This task reflected most of the characteristics of 'authentic' learning activities outlined by Herrington, Oliver and Reeves (2003) (pp.62-63). Students were required to suspend their disbelief in order to immerse themselves in the particular roles required of them.

There were many positive features of this experience for both staff and students. The lecturer reported that 'it's as much an immersive experience for me as a teacher as it is for the students involved'. She noticed that students found the role-play 'exciting', it 'held some surprises for them', and they 'found the group work different from group work in other units'. Most importantly, she believed immersion in the simulated role-play had a noticeable effect on students' theoretical understanding, as evidenced by the quality of the online discussions and the assessment outcomes. She believed it was largely the longer-term, collaborative, and consensus-building nature of the task that led to the creation of a 'learning community that was both focused and scholastic' - a phenomenon that she had not experienced even in face-to-face classes.

An unexpected outcome was that international students found their voices in the online environment. They contributed more to the online discussion than they usually contributed in the face-to-face classroom, and expressed satisfaction with the way they had been able to interact with other students. Other student feedback was also generally complimentary, mentioning that the activity was 'very useful, a better way to learn than just referring to books or classroom situations', they had 'learned and gained a lot', the 'exercise brought up some very good issues and challenges', and that it has been 'a great way to get everyone involved'.

Although the teacher in this case was enthusiastic about and committed to the innovation, a number of issues arose during the semester. The role-play was difficult to administer because it was one of two assessment options. (An alternative based on theory and case studies was available for students who had limited or no online access.) Students were initially confused by the multiple deadlines and complexity of what they were required to do, having been used to essay-based assessment. The number of students who did the role-play assignment was initially unknown because the allocation of students to online groups occurred automatically via the University's technical systems, and when students enrolled late or withdrew before completion, it was difficult to maintain the integrity of groups. The lecturer noted that it is easier to establish and modify groups when students are on campus. While the task had the potential to excite students, it also ran the risk of causing disaffection because the operation of the role-play depended on student access to the Internet, and unreliable access did cause a few students to withdraw or complete the alternative assignment. Those students tended to distrust not only the technology, but also the newness of the task.

The lecturer reported that academic success of the role-play was dependent on high level, consistent moderation of the online discussions. Although it was more time-consuming and stressful than expected, the lecturer was prepared to do this because she was committed to the innovation, but determined that for the next offering, much more academic support would be needed.

اخر الاخبار

اخبار العتبة العباسية المقدسة

الأمين العام للعتبة العباسية المقدسة يتابع ميدانيًّا خدمات المواكب والأقسام المقدمة لزائري الأربعين

العتبة العباسية المقدسة تحدد موعد إعلان إحصائية زائري الأربعين

مجمع أبي الفضل العباس (عليه السلام) يختتم أعماله الخاصة بزيارة الأربعين بإقامة مجلس عزاء

العتبة العباسية المقدسة تنظم مجلس عزاء بذكرى أربعين الإمام الحسين (عليه السلام)

المزيد

الآخبار الصحية

حجم جزء محدد من الجسم يعكس الصحة العامة ومخاطر الأمراض

تفشي عدوى بكتيرية بفرنسا يحتمل ارتباطها بنوع من الجبن الطري

دراسة حديثة تكشف ما تفعله الشاشات بـ"قلوب الأطفال" !

متلازمة المبنى المريض.. هكذا يتحول تكييف الهواء إلى خطر صحي ؟؟

المزيد

الآخبار التكنلوجية

كيف تتعامل مع حرارة الطقس أثناء القيادة؟

لماذا يجب عليك إيقاف تكييف السيارة قبل إطفاء المحرك؟

دراسة تكشف سببا محتملا وراء زيادة خطر إصابة الأطفال بالتوحد

تشيلي.. العثور على متحجرة حيوان ثديي صغير من زمن الديناصورات

المزيد

مواضيع ذات صلة

Case 2 Online portfolio and group multimedia project

Research methodology

The research context

Literature review Characteristics of good assessment practice

Using Online Environments to Promote Assessment as a Learning Enhancement Process

Utilizing an ICT Tool for Moderating, Marking and Managing Assessment in Large Tertiary Classes Conclusions

Response to feedback

Implications for teaching in large classes

Unit coordinator perspective

Tutor perspective

Findings Student perspective

Research methodology