Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity: Comparing Two Cases

• In Event: 35.057 - Online and Collaborative Learning Spaces in Instructional Technology

Abstract

This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in two online case-based learning activities. The preliminary findings of Case 1 revealed that 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. Lastly, 90% of learners reported the peer feedback useful or somewhat useful. The data from Case 2 are still under analysis. Educational and instructional design implications and future research directions are discussed based on the preliminary findings.

Authors

• Yu-Hui Ching, Boise State University

• Yu-Chang Hsu, Boise State University