Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study

Zheng Feei Ma

Abstract


Role play provides additional learning opportunity to students by interacting with other students in classrooms. Modes of delivery in modules for a bachelor degree programme at Xi’an Jiaotong-Liverpool (XJTLU) (a transnational education (TNE) provider) are mainly teacher-led lectures and seminars. Intuitive proactive approach was used in my action research. The modified role play method by Kodotchigova was used. After the role play, a survey with open-ended questions (modified from XJTLU Student Module Feedback Questionnaire) was used to collect the perceptions of students of the role play on their learning experience. A total of 25 students aged ≥18 years (20 females and 5 males) consented to participate. There were 80% of the students who reported that role play helped them to learn and 72% of the students reported that role play stimulated their interest in the module’s subject. In conclusion, role play was a very useful teaching strategy to help students to demonstrate the practical use and apply to real life situations after learning different theoretical perspectives. However, role play might not be suitable to all students because some students might prefer to have it mixed with other teaching strategies in classrooms, particularly in a TNE context.


Keywords


Business education; role play; pedagogical approach; transnational education

Full Text:

PDF

References


Bovill, C., Jordan, L. and Watters, N. (2015) ‘Transnational approaches to teaching and learning in higher education: challenges and possible guiding principles.’ Teaching in Higher Education, 20(1), 12-23. Available at: https://www.tandfonline.com/doi/abs/10.1080/13562517.2014.945162 (Accessed: 7 August 2019).

Chan, Z. (2012) ‘Role-playing in the problem-based learning class.’ Nurse Education in Practice, 12, 21-27. Available at: https://www.sciencedirect.com/science/article/pii/S1471595311000941 (Accessed: 10 August 2019).

Cherif, A. and Somervill, C. (1995) ‘Maximizing learning: using role playing in the classroom.’ American Biology Teacher, 57, 28-33. Available at: https://www.jstor.org/stable/4449909?seq=1 (Accessed: 21 August 2019).

Choy, S. and Cheah, P. (2009) ‘Teacher perceptions of critical thinking among students and its influence on higher education.’ International Journal of Teaching and Learning in Higher Education, 20, 198-206. Available at: www.isetl.org/ijtlhe/pdf/ijtlhe336.pdf (Accessed: 15 May 2019).

Craig, C. (2018) ‘Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education.’ Teaching and Teacher Education, 69, 300-311. Available at: https://www.sciencedirect.com/science/article/pii/S0742051X17301841 (Accessed: 21 September 2019).

Darling-Hammond, L. (2016) ‘Research on teaching and teacher education and its influences on policy and practice.’ Educational Researcher, 45(2), 83-91. Available at: https://journals.sagepub.com/doi/full/10.3102/0013189X16639597 (Accessed: 29 June 2019).

Dunlosky, J., Rawson, K., Marsh, E., Nathan, M. and Willingham, D. (2013) ‘Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology.’ Psychological Science in the Public Interest, 14, 54-58. Available at: https://journals.sagepub.com/doi/abs/10.1177/1529100612453266 (Accessed: 20 July2019).

Fonseca, J., Carvalho, C., Conboy, J., Valente, M., Gama, A., Salema, M., et al. (2015) ‘Changing teachers’ feedback practices: A workshop challenge.’ Australian Journal of Teacher Education, 40(8), 4. Available at: https://ro.ecu.edu.au/ajte/vol40/iss8/4/ (Accessed: 20 July 2019).

Greenholtz, J. (2000) ‘Assessing cross-cultural competence in transnational education: The intercultural development inventory.’ Higher Education in Europe, 25(3), 411-416. Available at: https://www.tandfonline.com/doi/abs/10.1080/713669273 (Accessed: 21 July 2019).

Hawk, T. and Shah, A. (2007) ‘Using learning style instruments to enhance student learning.’ Decision Sciences Journal of Innovative Education, 5, 1-9. Available at: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1540-4609.2007.00125.x (Accessed: 10 July 2019).

Heffernan, T., Morrison, M., Basu, P. and Sweeney, A. (2010) ‘Cultural differences, learning styles and transnational education.’ Journal of Higher Education Policy and Management, 32, 27-39. Available at: https://www.tandfonline.com/doi/abs/10.1080/13600800903440535 (Accessed: 21 July 2019).

Hou, H. (2015) ‘What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning.’ Teaching and Teacher Education, 48, 6-16. Available at: https://www.sciencedirect.com/science/article/pii/S0742051X14001310 (Accessed: 21 July 2019).

Hurst, B., Wallace, R. and Nixon, S. (2013) ‘The impact of social interaction on student learning.’ Reading Horizons, 52, 375-398. Available at: https://scholarworks.wmich.edu/reading_horizons/vol52/iss4/5/ (Accessed: 21 July 2019).

Jayakumar, U. (2008) ‘Can higher education meet the needs of an increasingly diverse and global society? Campus diversity and cross-cultural workforce competencies.’ Harvard Educational Review, 78(6), 615-651. Available at: https://www.hepgjournals.org/doi/abs/10.17763/haer.78.4.b60031p350276699 (Accessed: 25 July 2019).

Johansson, J., Skeff, K. and Stratos, G. (2012) ‘A randomised controlled study of role play in a faculty development programme.’ Medical Teacher, 34, e123-e128. Available at: https://www.tandfonline.com/doi/full/10.3109/0142159X.2012.644832 (Accessed: 15 May 2019).

Knight, J. (2016) ‘Transnational education remodeled: Toward a common TNE framework and definitions.’ Journal of Studies in International Education, 20(1), 34-47. Available at: https://journals.sagepub.com/doi/abs/10.1177/1028315315602927 (Accessed: 20 May 2019).

Kodotchigova, M. (2002) ‘Role play in teaching culture: Six quick steps for classroom implementation.’ Internet TESL Journal, 8, 7. Available at: http://iteslj.org/Techniques/Kodotchigova-RolePlay.html (Accessed: 10 March 2019).

Kuśnierek, A. (2015) ‘Developing students’ speaking skills through role-play.’ World Scientific News, 7, 73-111. Available at: www.worldscientificnews.com/wp-content/uploads/2015/06/WSN-7-2015-73-111.pdf (Accessed: 20 March 2019).

Marsh, H. and Roche, L. (1993) ‘The use of students’ evaluations and an individually structured intervention to enhance university teaching effectiveness.’ American Educational Research Journal, 30(1), 217-251. Available at: https://www.jstor.org/stable/1163195?seq=1 (Accessed: 10 July 2019).

Moss, B. (2000) ‘The use of large-group role-play techniques in social work education.’ Social Work Education, 19, 471-483. Available at: https://www.tandfonline.com/doi/abs/10.1080/026154700435995?journalCode=cswe20 (Accessed: 19 August 2019).

Rashid, S. and Qaisar, S. (2017) ‘Role play: A productive teaching strategy to promote critical thinking.’ Bulletin of Education and Research, 39, 197-213. Available at: https://pu.edu.pk/images/journal/ier/PDF-FILES/15-39_2_17.pdf (Accessed: 20 May 2019).

Rayner, S. (2007) ‘A teaching elixir, learning chimera or just fool's gold? Do learning styles matter?’ Support for Learning, 22(1), 24-30. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-9604.2007.00441.x (Accessed: 25 March 2019).

Smith, K. (2009) ‘Transnational teaching experiences: an under-explored territory for transformative professional development.’ International Journal for Academic Development, 14(2), 111-122. Available at: https://www.tandfonline.com/doi/abs/10.1080/13601440902969975 (Accessed: 25 June 2019).

Specht, L. and Sandlin, P. (1991) ‘The differential effects of experiential learning activities and traditional lecture classes in accounting.’ Simulation and Gaming, 22, 196-210. Available at: https://journals.sagepub.com/doi/abs/10.1177/1046878191222003 (Accessed: 18 April 2019).

Tian, X. and Martin, B. (2014) ‘Curriculum design, development and implementation in a transnational higher education context.’ Journal of Applied Research in Higher Education, 6(2), 190-204. Available at: https://www.emerald.com/insight/content/doi/10.1108/JARHE-02-2013-0007/full/html (Accessed: 25 May 2019).

To, J. and Carless, D. (2016) ‘Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies.’ Journal of Further and Higher Education, 40(6), 746-764. Available at: https://www.tandfonline.com/doi/abs/10.1080/0309877X.2015.1014317 (Accessed: 18 July 2019).

Wang, P. and Roopchund, R. (2005) ‘Chinese students’ English-speaking anxiety in asking questions in the MSC TESOL classroom.’ International Journal of English Language Teaching, 2(2), 1-2. Available at: http://www.sciedu.ca/journal/index.php/ijelt/article/view/6571 (Accessed: 20 March 2019).

Waters, J. and Leung, M. (2013) ‘A colourful university life? Transnational higher education and the spatial dimensions of institutional social capital in Hong Kong.’ Population, Space and Place, 19(2), 155-167. Available at: https://onlinelibrary.wiley.com/doi/10.1002/psp.1748 (Accessed: 20 May 2019).

Wood, D. (2003) ‘ABC of learning and teaching in medicine: Problem based learning.’ British Medical Journal, 326(7384), 328. Available at: https://www.bmj.com/content/326/7384/328.short (Accessed: 11 May 2019).

Yorke, M. (2003) ‘Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice.’ Higher Education, 45(4), 477-501. Available at: https://link.springer.com/article/10.1023/A:1023967026413 (Accessed: 18 March 2019).




DOI: https://doi.org/10.21100/compass.v13i1.1035

Refbacks

  • There are currently no refbacks.