Exploring the potential of role play in higher education: development of a typology and teacher guidelines

Rao, Deepa; Stupans, Ieva

doi:10.1080/14703297.2012.728879

Cited by 172Innovative Teaching Methodologies in Social SciencesInnovative Teaching MethodsProblem and Project Based Learning

Exploring the potential of role play in higher education: development of a typology and teacher guidelines

Rao, Deepa, Stupans, Ieva·2012·Innovations in Education and Teaching International

DOI 10.1080/14703297.2012.728879

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Abstract

Role-play, in which learners act out roles in case scenarios, appears to be used across a broad range of discipline areas to address learning across the cognitive, psychomotor and affective domains. This paper describes the development of a prospective typology of role-play learning opportunities derived from role-play scenarios used at one large Australian university. The typology included three categories namely ‘Role-Switch’, ‘Acting’ and ‘Almost Real Life’. As an approach to using role-plays ‘Role-Switch’ as a model overtly focuses on helping students to learn from the inside out, i.e. to understand the actions of either people or things through taking on the role of being this other person or object. The ‘Acting’ model of role-play focuses on developing students practical skills through ‘acting out’ a small group scenario (e.g. patient, professional and observer) that requires the practising of a skill. In the ‘Almost Real Life’ category, students are provided with a role-playing experience, i.e. as close to the real experience as is possible. The paper also presents a collaboratively developed set of guidelines for those higher education teachers who may be considering using this active learning approach.

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Authors: Rao, D., & Stupans, I.
Affiliations: University of South Australia (AU)
University of New England (AU)
Corresponding author: Stupans, Ieva
ORCID: Rao, Deepa
Stupans, Ieva
Venue: Innovations in Education and Teaching International
Publisher: Informa UK Limited
Published: 2012-10-12
Volume: 49
Issue: 4
Pages: 427-436
ISSN: 1470-3297 (ISSN-L)
1470-3300
DOI: 10.1080/14703297.2012.728879
OpenAlex: W2091489386
Cited by: 172
References: 30
Citations by year: 2026: 11 · 2025: 21 · 2024: 20 · 2023: 17 · 2022: 26 · 2021: 20 · 2020: 19 · 2019: 6 · 2018: 11 · 2017: 10 · 2016: 4 · 2015: 1 · 2014: 3 · 2013: 2
FWCI: 9.33
Type: journal article
Language: en
Open access: closed
Locations: Innovations in Education and Teaching International (publishedVersion)
EPubDev Repository (submittedVersion)
RMIT Research Repository (RMIT University Library) (submittedVersion)
Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion)
Figshare (submittedVersion)
RUNE (Research UNE) (submittedVersion)
Topics: Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
Social Sciences › Education › Innovative Teaching Methods
Social Sciences › Education › Problem and Project Based Learning
Keywords: role play, university teaching, teacher guidelines, active learning, case scenarios, acting, psychomotor learning, affective learning, skill development

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Exploring the potential of role play in higher education: development of a typology and teacher guidelines

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