Course Long Role Play in an Online Graduate Course

Virtual Brief Paper ID: 41122
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    Matt Dodd
    Abilene Christian University

Abstract: This paper uses the adult learning theory of andragogy to measure the effectiveness of a course-long role play in an online graduate course with adult learners. At the beginning of the course students were given the role of a new employee working in the mailroom at a fictitious banking institution. Throughout the course students advance in the fictitious organization, and must address conflicts using the skills and concepts they are learning in the course. After the completion of the course, students received an email asking them to complete a brief survey about the course and the role play aspect of the course. Results indicate significant positive correlations between the use of a course-long role play and increased engagement, increased motivation to participate in the course, opportunities for practical application, and increased memory and recall of course material.

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