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3.
Interactive fishbowl role-play online;
relevant theory and relate the theory to possible
interventions in the interview without juggling the
momentum of a face-to-face role-play experience.
As the role-play is played out intrinsic feedback is
provided by role-players. This feedback ensures
the active learning of participants as in role ser-
vice users respond to the various interventions
and skill sets used by the in role social workers.
At the completion of the role-play students have
the opportunity to reflect upon their experience
in the form of an assessed journal. Importantly,
students can comment upon the online environ-
ment as part of their reflection and compare and
contrast this kind of role-play to the experience
of the class face-to-face role-plays. In this way
students can be asked to reflect upon the blended
nature of their learning.
Of the five models presented here, this ap-
proach is the one that is closest to a simple transfer-
ral of a face-to-face dyadic role-play to the online
environment. The advantages of this model lie in
the active participation of all students in a class
and the opportunity for the slowing of the role-
play and the resultant extra thinking time for the
student. However, the objectives of this learning
and teaching approach can be frustrated by tardy
role-players who are either late in responding to
the asynchronous electronic communications or
who do not respond at all. The impact of tardy
role-players on the success of simulations was
recently discussed in the results of an online ne-
gotiation role-play carried out between students
of Macquarie University and the University of
Tasmania (Spencer & Hardy, 2008). The teachers
of the negotiation classes at the two universities
noted the frustration of students who participated
promptly in the online negotiation with those
who failed to respond electronically in a timely
manner. Thus the disadvantage of this kind of
approach is the potential for lengthy gaps in time
between electronic responses and the role-play
taking a substantial amount of time to complete
(Spencer & Hardy, 2008). This drawback can be
circumvented by the requirement of strict time
4.
Comparative role-play online; and
5.
Fishbowl role-play online with a reference
group.
Importantly, each model incorporates a dis-
cursive element where student and teacher can
have dialogue relating to theory through an online
discussion board. As indicated in the framework
outlined above following the discussion online
the scenario of the role-play can be adapted by
the teacher to meet the needs and understandings
of the particular student group. Intrinsic feedback
is then given as role-players interact in the online
role-play. With this part of the design we have
identified a range of models that can be applied
to the teaching of reflexive practices for the hu-
man services sector.
model 1: traditional role-play online
Transferring a traditional face-to-face role-play
to the online environment is a simple way to uti-
lise this learning and teaching strategy, however
as noted earlier in this chapter placing activities
online necessarily change those activities (Gar-
rison & Vaughan, 2008).After discussing relevant
readings online the teacher can electronically
provide an authentic role-play scenario that might
be encountered in social work practice. For ex-
ample, the scenario may deal with a social worker
interviewing a service user. Students can be given
emailed detail of the background information of
the roles in the role-play. All the students in the
class can be allocated the role of either social
worker or service user and can conduct an initial
interview online as it might take place in the
workplace. Student service users can recount their
scripts online while the student social worker at-
tempts to combine theory and practice skills to
engage in reflexive practice.As we have indicated
online role-plays allow students the opportunity
to consult relevant literature prior to action in
the online environment. Students can consider
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