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Role Plays, Videos, Games? What Really Works?

Author Deborah Kirkland and Fiona O'Riordan
Abstract In a time when educators are becoming increasingly critical of standard lecturing pedagogy, traditionally described as the 'chalk and talk' model of teaching, recently referred to as the transmission and linear (Cox et al, 2001) model of education or expository teaching (Biggs 2007), lecturers are confronted with the need to make the lecture more dynamic, of finding ways of motivating and engaging students. The student centred approach (Gibbs, 1995; Simmonds, 2003) or activity based (Biggs, 2007) learning are widely accepted as being effective in securing student interest in the learning process. Doing something with the learning, such as interrogating or manipulating or applying it, is active learning. The main purpose of this research is to assess students recall ability using various methods of case study delivery. Case studies are a popular and widely acknowledge as being a successful way to integrate theory with practice. In a book of case studies Henry and McGowan (2007, p.v) state 'Case studies are an interactive and valuable way to learn, the business comes alive for the reader, the challenges jump off the page'. Students are quoted as saying 'the cases brought out important points', and another student surveyed says 'cases are a good way of teaching soft skills such s interpersonal and management skills' (Harper et al, 2007, p.413). The aim is to establish if more active learning techniques are more successful than passive specifically in relation to case studies. This will be evidenced through student participation in the various approaches and from assessing student?s ability to recall information post participation in particular case study activities. These will include such techniques as in-class games, role play, quizzes and case study analysis.
Keywords Case study; engagement; active methods; role play; video; games
Published In ICEP Proceedings 2009
Date 2009
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