Group role-play as a method of facilitating student to student interaction and making theory relevant

Daiga Kamerade

Abstract


Large group settings, which often mean less peer to peer interaction among students, are increasingly common in many UK universities. This paper proposes group role-play as one possible teaching method in a large group of students, and aims to evaluate how it affects peer to peer interaction and its perceived learning benefits. The findings suggest that group role-play does encourage interaction between students and facilitates their understanding of the applicability of theories to practice. However, this study also found that group role-play should be mixed with a lecture, and that the tutor has to pay attention to time management and the motivation of a student to get involved.

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