Pixel International Conferences

The active learning teaching-learning method, which presupposes an active and deep student learning rather than a passive and shallow student stance, aligns with the Bologna process assumptions that place higher education students at the center of learning in order to develop skills of different natures. In opposition to the traditional teaching model, the protagonists of this new and necessary learning process are no longer the teachers who debit material that students memorize to reproduce mechanically and without critical judgment at the moment of assessment. Nowadays, students are in the spotlight, they should be the focus of all attention, always bearing in mind that they learn better the more opportunities they are given to be the protagonists of building their knowledge, according to their interests and needs.We intend to review the literature on some motivating and enhancing pedagogical strategies for the development of skills for the 21st century, as they are proven to be useful for the success of individuals not only in the academic context but also in the professional environment. We will highlight role-play, as it’s a strategy that we consider to be less pedagogically explored but very suitable for a teaching in which we want students to learn better, with more pleasure, recognizing usefulness in their learning and obtaining better results. We will complete the investigation with the report of some pedagogical experiences implemented with Portuguese polytechnic higher education students that fit the theme under study and which we consider beneficial.

Keywords: Active learning; role-play; students; 21st skills; pedagogical changes.

References:

[1] Alzboun, B. K, Smadi,  O., Baniabdelrahman, A.  (2017) . The Effect of Role Play Strategy on Jordanian EFL  Tenth Grade Students' Speaking Skill. Arab World English Journal (AWEJ), 8 (4):  121-136. Retrieved from:
https://awej.org/images/AllIssues/Volume8/Volume8number4december/8.pdf
[2] Jeong , J. S. , González-Gómez, D., Cañada-Cañada F, Gallego-Picó A, & Carlos Bravo, J. (2019). Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course. Journal of Technology and Science Education, 9(2): 217-227. Retrieved from: 
https://files.eric.ed.gov/fulltext/EJ1210897.pdf
[3] Raoa D.,  & Stupansb, I. (2012). Exploring the potential of role play in higher education: development of a typology and teacher guidelines. Innovations in Education and Teaching International, 49 (4): 427–436. Retrieved from: 
https://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=12&sid=852357f3-2ed7-4ff2-a5cb-5e6c7f97cbe2%40sessionmgr102
[4] Vinay, A. (2018). Action Research in Education: Encouraging higher order thinking skills among students using Active learning strategy of Role Play. Retrieved from:
*https://files.eric.ed.gov/fulltext/ED594649.pdf