Exploring the impact of role-playing on peer feedback in an online case-based learning activity

Abstract

This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

“…A role-play activity situates learners in a complex scenario that enables them to discuss, debate, and negotiate by assuming different points of view (Russell & Shepherd, 2010). In such an activity, learners are able to apply knowledge in context and receive the consequences of actions safely (Ching, 2014;Dracup, 2012). Educational benefits associated with the roleplay strategy include deep-level learning outcomes that resonate for a long time (Bolton & Heathcote, 1999;Dracup, 2008), engaging experiential learning experiences for learners (Raphael & O'Mara, 2002), and rewarding teaching experiences for instructors (Bolton & Heathcote, 1999).…”

“…Cognitively, playing a role gives the feedback providers a stance to analyze, interpret, and respond to others' work, leading to more focused responses and reduced cognitive burden of addressing every strength and weakness they see (Ching, 2014). Interpersonally, roleplaying has the potential to address the issues of lacking psychological safety and trust.…”

“…Interpersonally, roleplaying has the potential to address the issues of lacking psychological safety and trust. When playing a role, learners take on perspectives separated from their own to critique peers' work, so they can worry less about hurting the relationships (Ching, 2014), thus lessening the issue of psychological safety. On the other hand, role-playing can augment the authenticity of task when learners review peers' work from an important stakeholder's perspective.…”

“…An alternative method that allows learners the use of different personas when providing peer feedback was explored in Ching (2014). This study showed that the use of a role-play strategy was associated with students' generation of more constructive feedback.…”

“…Building on previous findings (Ching, 2014), this study adopted a role-play strategy to enhance learners' perceptions and behaviors in an online peer-feedback activity, focusing on learners' interpersonal beliefs and peer feedback performance.…”