Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.777664
Title: The use of drama-based techniques in higher education teaching
Author: Robson, Robert Arnett
ISNI:       0000 0004 7963 4398
Awarding Body: University of Greenwich
Current Institution: University of Greenwich
Date of Award: 2018
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Abstract:
The purpose of this exploratory study was to examine how the use of drama-based techniques in higher education teaching could contribute to lecturer effectiveness in supporting student engagement. The framework for evaluating teaching effectiveness was drawn from the study by Heffernan et al (2010). The aims of the study were as follows: (a) To trial the application of drama-based techniques in the form of a 'toolkit' comprising three techniques: soliloquy, sketch and storytelling, in higher education teaching practice (b) To ascertain how these techniques can contribute to lecturer effectiveness in supporting student engagement (c) To propose a strategy to assist lecturers in displaying effectiveness as teachers specifically with regard to the development and application of the drama-based toolkit in their own teaching practice The study took place in the business faculty at the host institution. An action research methodology was applied. Five lecturers attended an initial training programme conducted by the lead researcher; they then designed and delivered the techniques. Three were delivered in the lecture setting and three in the tutorial setting. All performances were videoed and lecturers completed video diaries reflecting on the experience. Six student participants then evaluated a sample of the performances. The data sets were analysed by the lead researcher. The interpretative analysis of the video footage revealed that 11 out of the 19 strategies for teaching effectiveness (Heffernan et al 2010) had been applied in some form across the range of performances. Five of the strategies had been applied in virtually every performance. The analysis suggested that the use of drama-based techniques in teaching may be able to contribute to lecturer effectiveness in supporting student engagement. Lecturer reactions were generally positive; all said they would continue to use the techniques in some form in their teaching practice. Some suggestions were made regarding the training programme, which were incorporated into the revised training strategy. Student reactions were also positive; all perceived the potential value of the techniques for student learning, albeit with the caveat to avoid overuse. In conclusion, although the findings from this study are not generalisable, it is argued that the outcomes may hold value for those in other faculties and in other institutions who are interested in adopting innovative teaching approaches; thus making a case for the significance, professional relevance and rigour of the contribution.
Supervisor: Jameson, Jill Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.777664  DOI: Not available
Keywords: LB2300 Higher Education
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