Abstract
Although effective teaching is focusing more on the need to use active learning techniques, the research literature regarding the efficacy of various teaching methods is inconclusive. An innovative active learning technique combining the features of role plays and simulations for an industrial psychology course is presented. Subjective reports and objective assessments of knowledge retention measured at two distinct times indicated the role play simulation is an effective teaching technique. The differential importance of active learning and passive learning (i.e., lectures) techniques for the college classroom was also examined. Finally, the application of this technique for several college courses is presented.
This is a preview of subscription content, access via your institution.
References
Bain, A., Hougleton, S., & Carroll, A. (1995). Using interactive video-based modeling to teach social skills: An experimental study.British Journal of Educational Technology, 26, 62–65.
Bin, Y, & Lee, B. (1992). Effects of learning style in a hypermedia instructional system.Proceedings of the Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology, pg. 5.
Bonwell, C. C., & Eison, J. A. (1991).Active learning: Creating excitement in the classroom. Washington, DC: George Washington University.
Bredehoft, D. J. (1991). Cooperative controversies in the classroom.College Teaching, 39, 122–125.
Brookfield, S. D. (1987).Developing critical thinkers: Challenging adults to explore alternate ways of thinking and acting. San Francisco: Jossey-Bass.
Carlson, J. A., & Schodt, D. W. (1995). Beyond the lecture: Case teaching and the learning of economic theory.Journal of Economic Education, 26, 17–28.
Doran, M. S. (1994).The effects of individual, cooperative, and collaborative learning structures using a computer simulation in accounting. Unpublished doctoral dissertation, Arizona State University.
Dori, Y. J., & Yochim, J. M. (1994). Human Physiology: Improving students' achievements through intelligent studyware.Journal of Science Education and Technology, 3, 263–269.
Eble, K. E. (1988).The craft of teaching (2nd Ed.) San Francisco: Jossey-Bass.
Elliot, L. B. (1993). Using debates to teach the psychology of women.Teaching of Psychology, 20, 35–38.
Etemad, M. E. (1994, April).The role of kinesthetics in learning: The importance of active engagement and the connected process of reflection. (ERIC Document Reproduction Service No. ED 374 887).
Ferguson, E. L., & Hegarty, M. (1995). Learning with real machines or diagrams: Application of knowledge to real-world problems.Cognition and Instruction, 13, 129–160.
Gamson, W. A. (1966).SIMSOC: A manual for participants. Ann Arbor, MI: Campus Publishers.
Hilligoss, T. (1992). Demystifying “classroom chemistry”: The role of the interactive learning model.Teaching Sociology, 20, 12–17.
Huryn, J. S. (1986). Debating as a teaching technique.Teaching Sociology, 14, 266–269.
Keller, C. W. (1993). Using book reviews for cooperative learning.College Teaching, 41, 26–28.
King, A. (1993). From sage on the stage to guide on the side.College Teaching, 41, 30–35.
Kritch, K. M., Bostow, D. E., & Dedrick, R. F. (1995). Level of interactivity of videodisc instruction on college students' recall of AIDS information.Journal of Applied Behavior Analysis, 28, 85–86.
Lampe, J. R., & Rooze, G. E. (1994).Enhancing social studies achievement among Hispanic students using cooperative learning work groups. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.
Lyons, M. J., Bradley, C., & White, J. (1984). Video taping and abnormal psychology: Dramatized clinical interviews.Teaching of Psychology, 11, 41–42.
McKeachie, W. J. (1986).Teaching tips: A guidebook for the beginning college teacher. Lexington, MA: DC. Heath & Co.
Millard, R. J. (1983). A morale survey project as a group activity in an industrial/organizational course.Teaching of Psychology, 10, 110–112.
Ross, S. M., & Smith, L. J. (1994). Effects of the success for all model on kindergarten through second-grade reading achievement, teachers' adjustment, and classroom-school climate at an inner-city school.The Elementary School Journal, 95, 121–138.
Saal, F. E., & Knight, P. A. (1988).Industrial/Organizational psychology: Science and practice. Belmont, CA: Wadsworth.
Somers, J. A., & Holt, M. E. (1993). What's in a game? A study of games as an instructional method in an adult education class.Innovative Higher Education, 17, 243–257.
Tuckman, B. W. (1991). Motivating college students: A model based on empirical evidence.Innovative Higher Education, 15, 167–176.
Tudor, R. M., & Bostow, D. E. (1991). Computer-programmed instruction: The relation of required interaction to practical application.Journal of Applied Behavior Analysis, 24, 361–368.
Weaver, R. L., & Cotrell, H. W. (1985). Mental aerobics: The half-sheet response.Innovative Higher Education, 10, 23–31.
Weisz, E. (1990). Energizing the classroom.College Teaching, 38, 74–76.
Additional information
Professor DeNeve is an Assistant Professor in the Department of Psychology and Neuroscience at Baylor University. She received a B.A. in Psychology and Theology from St. Ambrose University and her M.A. and Ph.D. in Social Psychology from the University of Missouri-Columbia. Her current teaching interests are focused upon the use of laserdiscs and computer-generated media in the classroom. Her primary research interests include empirical investigations of active learning techniques, quantitative research synthesis, subjective well-being, and the psychology of religion. Professor Heppner received her Ph.D. in Counseling Psychology and is an Assistant Professor in the Psychology Department at the University of Missouri-Columbia. She has developed an innovative two-semester course in the Psychology Department called the Practicum in the Teaching of Psychology, in which graduate instructors teach and participate in a seminar to learn about and receive feedback on their teaching. Her research interests include pedagogical innovations, vocational development of adults, and rape prevention.
Rights and permissions
About this article
Cite this article
DeNeve, K.M., Heppner, M.J. Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures. Innov High Educ 21, 231–246 (1997). https://doi.org/10.1007/BF01243718
Issue Date:
DOI: https://doi.org/10.1007/BF01243718
Keywords
- Social Psychology
- Active Learning
- Research Literature
- Teaching Method
- Learning Technique