To assign or not to assign? Role Taking in Higher Education.

Manuela Fabbri

Abstract


The study here presented focus on Role Taking, a collaborative learning strategy considered as effective to support learning and participation.
It’s aims at exploring students’ perceptions about the efficacy of
having a role assigned compared to having chosen a role. As such, it
was adopted in a university course about “Knowledge Technologies”,
held during the third year of the undergraduate course for Social and
Cultural Educators. 42 voluntary students (M=4; F=38; average age
22) took part into the activities. Divided in groups, students worked
around topics concerning educational potentials or issues relating to
ICTs. During the activities, students covered a specific role: Some of
them choose the role, some others had the role assigned from the
teacher. Data analysis shows that, in students’ opinion, an assigned
role is more effective in terms of quality of learning, social dynamics
and satisfaction with the experience.

DOI: 10.30557/QW000026

Parole chiave


Online Collaborative Learning; Role Taking; Higher Education; Collaborative Knowledge Building

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