Asynchronous Online Role-Plays Using a Blended Learning Design - Information Communication Technologies for Human Services Education and Delivery - page 57

authentic scenarios as a novice professional in an
e-learning environment (Bird, 2001). In contrast
face-to-face role-plays tend to be fast paced and
provide little opportunity for reflection. Face-
to-face role-plays generally create their own
momentum beyond the control of the student.
Not only does this restrict students' capacity to
think about how they are applying theory during
the process, it has also been found to be a stress-
ful experience for some students (Day, 1977).
Importantly, we do not suggest that face-to-face
role-plays should be abandoned. A combination
of role-play experiences provides the optimum
opportunity for engagement with reflexive prac-
tice. Through the e-learning approach of blended
learning students can experience both online and
face-to-face role-plays to develop reflexive skills.
The design options outlined in this chapter utilise
a blended learning framework (Graham, 2006).
Blended learning is an approach to e-learning
that combines online and face-to-face modes of
delivery to achieve optimum results in learning.
This approach is gaining momentum in university
education (Graham, 2005). In our design online
role-plays dealing with professional interventions
can be blended with face-to-face classroom role-
plays aimed at developing professional skills.
The design aims to utilise online role-plays to
assist students to understand relevant theory and
to use face-to-face role-plays to assist students to
understand relevant human services practice skills.
In this chapter we provide detail of a number of
design models for university teachers to choose
from and combine these models with recent learn-
ing and teaching strategies such as the use of wikis
and blogs. The design elements identified in this
chapter are suited to university education but may
also be used in short course training that adopts
an e-learning approach.

use of multimedia in the online environment, CD
ROM packages and electronic discussion boards
(Laurillard 2002). More recently e-learning has
included electronic interactive software such as
wikis, web-pages that can be edited by various
users of the interface (Robertson, 2008) and blogs,
author “diary” web pages (Tekinarslan, 2008)
as methods of communication. One option in e-
learning is blended learning which is now being
acknowledged as one of the more successful ways
to utilise the online environment.
Blended learning is the term used to describe
the combination of multiple learning modes in
teaching and mainly refers to the integration of
online with face-to-face learning environments
(Graham, 2006). Although face-to-face is still the
dominant teaching mode in higher education there
has been a steady growth in the use of e-learning
including blended learning (Owston, Garrison
& Cook, 2006). Online options range from the
minimal use of the online environment, primarily
for the displaying of text material or information
distribution, through to entire courses being of-
fered in online mode (Laurillard, 2002). Potential
benefits of using online learning methods are both
practical and pedagogical (Graham, 2006). Practi-
cal advantages include overcoming geographical
limitations and the time restraints of classes that
allow increased access to education for students
in remote areas or with mobility issues, as well
as being an instant and cost effective way for
the institution to distribute materials to students.
Pedagogical advantages come from perceiving
online as an entirely different learning environ-
ment that requires both students and teachers to
approach learning in a new way. Key to this is that
online allows, and arguably requires, an extended
thinking process to occur before students engage
with others (Garrison & Vaughan, 2008). Whereas
the face-to-face environment is spontaneous, fast
paced, highly social and interactive, the online
environment slows down the interaction between
students giving them more time to think before
they participate, and more time to reflect regarding
interactions before they participate again.

blenDeD learning

There are a number of options available in e-
learning, such as for example the virtual classroom,