Online and face-to-face role-play simulations in promoting social work students’ argumentative problem solving
This paper reports on a teaching experiment in which social work students (n=38) practiced problem solving through argumentative tasks. A teaching experiment was carried out at a Mikkeli University of Applied Sciences in Finland in connection with a course concerning preventative work against alcohol- and drug abuse. This quasi- experimental study investigated whether role-play simulation conducted either online (15 students) or face-to-face (14 students) improved students’ problem solving on social issues. As a pre-test, the students wrote an essay after having watched a dramatization of problematic cases on elderly people’s use of alcohol. The students also attended lectures (30 x 45 min) on the effect of substance abuse and preventive work, and after the role-play simulation they wrote another essay (post-test). Nine controls wrote an essay without participating in the role-play simulation. Lastly, the students filled out feedback questionnaires.
Asal, V., & Blake, E. L. (2006). Creating Simulations for Political Science Education. Journal of Political Science Education, 2(1), 1–18.
Barkley, E. F., Cross, K. P., & Major, H. C. (2005). Collaborative Learning Techniques. A Handbook for College Faculty. San Francisco: Jossey-Bass.
Boal, A. (1979). Theater of the oppressed. London: Pluto Press.
Bland, M. (1988). An introduction to medical statistics. Oxford: Oxford University press.
Campbell, D. T., & Stanley, J. C. (1966). Experimental and quasi-experimental designs for research. Reprinted from Handbook of Research on Teaching (1963). Chicago: Rand McNally College Publishing Company.
Chi, M. T. H., & Glaser, R. (1985). Problem-solving ability. In R. J. Sternberg (Ed.), Human abilities. An information processing approach (pp. 227–250). New York: W. H. Freeman and Company.
Cho, K-L., & Jonassen, D. H. (2002). The Effects of Argumentation Scaffolds on Argumentation and Problem Solving. Educational Technology Research and Development, 50(3), 5–22.
Davidson, J. H., Preez, L. D., Gibb, M. W., & Nel, E. L. (2009). It's in the Bag! Using Simulation as a Participatory Learning Method to Understand Poverty. Journal of Geography in Higher Education, 33(2), 149─168.
DeNeve, K. M., & Heppner, M. J. (1997). Role Play Simulations: The Assessment of an Active Learning Technique and Comparisons with Traditional Lectures. Innovative Higher Education, 21(3), 231─246.
Dillenbourg, P., Järvelä, S., & Fisher, F. (2009). The evolution of research on computer-supported collaborative learning: From design to orchestration. In N. Balacheff, S. Ludvigsen, T. de Jong, T. A. Lazonder, & S. Barnes (Eds.), Technology enhanced learning: Principles and products (pp. 3–19). Netherlands: Springer.
Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macro-scripts for computer-supported collaborative learning. Journal of Computer Assisted Learning, 23(1), 1–11.
Feinman, J. M. (1995). Simulations: An Introduction. Journal of Legal Education, 45, 469─479.
Fletcher, S. (2001). Using Stakeholder Decision-making Simulation to Teach Integrated Coastal Management. Journal of Geography in Higher Education, 25(3), 367–378.
Galea, C. (2001). Experiential Simulations: Using Web-Enhanced Role-Plays to Teach Applied Business Management. Information, Technology and Management, 2(4), 1573-7667.
Gall, M. D., Borg, W. R., & Gall. J. P., (1996). Educational research. An introduction. 6th edition. New York: Longman.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education. Framework, principles, and guidelines. San Francisco: Jossey-Bass.
Ge, X., & Land, S. M. (2003). Scaffolding students’ problem-solving processes in an ill-structured using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21–38.
Ge, X., & Land, S. M. (2004). A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interaction. Educational Technology research and Development, 52(2), 5–22.
Hakemulder, F. (2007). Forum Theater effects on beliefs about business. ILO Enter-Growth Programme. www.entergrowth.com/download.php?type=projects&id=38
Heinonen, T., & Spearman, L. (2001). Social work practice. Problem solving and beyond. Toronto/Vancouver: Irwin.
Hull, B. E. (2008). Internet chat in simulations: Taking Bullying online. Simulation & Gaming, 39(2), 198─208.
Jaatinen, J. (1995). Alkoholiongelman avoimuus ja sulkeutuneisuus. In A. Jokinen, K. Juhila, & T. Pösö (Eds.), Sosiaalityö, asakkuus ja sosiaaliset ongelmat (pp. 99–126). Helsinki, Finland: Sosiaaliturvan keskusliitto.
Jonassen, D. H. (1997). Instructional Design Models for Well-Structured and Ill- Structured Problem-Solving Learning Outcomes. Educational Technology Research and Development, 45(1), 1043–1629.
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research & Development, 48(4), 63−85.
Jones, S. (2007). Adding value to online role-plays: Virtual situated learning environments. In ICT: Providing choices for learners and learning. Proceedings Ascilite Singapore 2007. http://www.ascilite.org.au/conferences/singapore07/procs/jones-s.pdf.
Jokinen, A, Juhila, K, & Pösö, T. (1995). Tulkitseva sosiaalityö. In A. Jokinen, K. Juhila, & T. Pösö (Eds.), Sosiaalityö, asiakkuus ja sosiaaliset ongelmat (pp. 103– 110). Helsinki, Finland: Sosiaaliturvan keskusliitto.
Juhila, K. (2004). Sosiaalityön vuorovaikutuksen tutkimus. Historiaa ja nykysuuntauksia. Janus 12(2), 155–183.
Krain, M., & Lantis, J. S. (2006). Building knowledge? Evaluating the effectiveness of the global problems summit simulation. International Studies Perspectives, 7, 395–407.
Kuhn, D. (1991). The Skills of Argument. Cambridge: Cambridge University Press.
Linser, R. (2004). Suppose you were someone else… The learning environment of a web-based role-play simulation. Conference Proceedings. Society for Information Technology & Teacher Education 15th International Conference, Atlanta, Georgia, 1−6.
Maier, H. R. (2007). Meeting the challenges of engineering education via online role-play simulations. Australasian Journal of Engineering Education,13(1), 31─39.
McLaughlan, R. & Kirkpatrick, D. (2004). Online role-play: Design for active learning. European Journal of Engineering Education, 29(4), 477–490.
Moss, B. (2000). The use of large-group role-play techniques in social work education. Social Work Education, 19(5), 471 – 483.
Naidu, S. (2003). Designing instruction for e-learning environments. In M. G. Moore, & W. G. Anderson (Eds.), Handbook of distance education (pp. 349–365). Mahwah, New Jersey: Lawrence Erlbaum.
Naidu, S., Ip, A, & Linser, R. (2000). Dynamic goal-based role-play simulation on the Web: A case study. Educational Technology and Society 3(3), 190−202.
Paron, N. (2000). Some thoughts on the relationship between theory and practice in and for social work. British Journal of Social Work, 30, 449−463.
Parton, N., & O’Byrne, P. (2000). Constructive social work. Towards a new practice. New York: Palgrave.
Plous, S. (2000). Responding to overt displays of prejudice: A role-playing exercise. Teaching of Psychology 27(3), 198−200.
Poling, D. A., & Hupp, J. M. (2009). Active learning through role playing. Virtual babies in a child development course. Collage Teaching, 57(4), 221−229.
Poustie, M. R. (2001). Engaging students and enhancing skills: Lessons from the development of a web-supported international environmental law conference simulation. International Review of Law Computers & Technology,15(3), 331–344.
Prince, R. H. (2006). Teaching Engineering Ethics using Role-Playing in a Culturally Diverse Student Group. Science and Engineering Ethics, 12(2), 321- 326.
Saari, J. (2009). Yksinäisten yhteiskunta. Helsinki: WSOY.
Saksio, M. (2010). Social Work Education in Finland. Presentation in Georg Simon-Ohm University of Applied Sciences on 21st November 2010.
Sloman, K. & Thompson, R. (2009). An example of large-group drama and cross- year peer assessment for teaching science in higher education. International Journal of Science Education,1−17.
Talentia ry. Professional ethical board. (2005). Ethical guidelines for social work professionals. Helsinki. http://www.talentia.fi/files/1649_Etiikkaopas2005.pdf.
Tynjälä, P. (2001). Writing, learning and the development of expertise in higher education. In G. Rijlaarsdarn (series Ed.), & P. Tynjälä, L. Mason, & K. Lonka (volume Eds.), Studies in Writing, Volume 7, Writing as a Learning Tool: Integrating Theory and Practice. (pp. 37–56). Dordrecht, Netherland: Kluwer Academic Publishers.
van Bruggen, J. M., & Kirschner, P. A. (2003). Designing external representations to support solving wicked problems. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn. Confronting cognitions in computer supported collaborative learning environments (pp. 177–203). Dordrecht, Netherland: Kluwer Academic Publishers.
Uggerhøj, L. (2007). Creativity, fantasy, role-play and theatre in social work: A voice from the past or step for the future? Social Work & Social Science Review, 13(3), 48−62.
Vapalahti, K., Marttunen, M., & Laurinen, L. (2010). From online role-play to written argumentation: Using blended learning in lessons on social issues. In J. Yamamoto (Ed.), Technology in teacher education, reflective models. (pp. 164─183). IGI Global.
Voss, J., & Post, T. (1988). On the solving of ill-structured problems. In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.), The Nature of Expertise (pp. 261–285). Hillsdale: Lawrence Erlbaum Associates Publishers.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.