Robson, Robert, Krolikowska-Adamczyk, Ewa ORCID: https://orcid.org/0000-0002-0739-2110 and Williams, Kevin (2024) “I notably watched and listened more”: enhancing lecturer effectiveness through drama-based techniques. Innovations in Education and Teaching International. ISSN 1470-3297 (Print), 1470-3300 (Online) (doi:10.1080/14703297.2024.2314561)

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Abstract

Improving student engagement in teaching settings is one of the biggest challenges in contemporary higher education. Drama is a powerful tool to engage audiences yet its use by the lecturer to potentially transform students’ experience of HE teaching remains under-researched. This interpretive study used an action research strategy to explore whether applying three drama-based techniques (sketch, soliloquy and story) in teaching could positively impact lecturer effectiveness in support of student engagement. Five lecturers tested the drama-based techniques in the live teaching setting. Their performances were observed and teaching strategies from a framework for lecturer effectiveness were identified. We found that these drama-based tools contributed to lecturer effectiveness and enhanced student engagement. Drama interventions performed by the lecturer have the potential to add value to the student learning experience and benefit universities through boosting student engagement. We recommend adding drama-based techniques to the lecturer’s pedagogical toolkit.

Item Type:	Article
Uncontrolled Keywords:	drama, lecturer effectiveness, teaching effectiveness, student engagement
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Business Greenwich Business School > School of Business, Operations and Strategy Greenwich Business School > Political Economy, Governance, Finance and Accountability (PEGFA) Greenwich Business School > Tourism and Marketing Research Centre (TMRC)
Last Modified:	02 Dec 2024 16:13
URI:	http://gala.gre.ac.uk/id/eprint/46277

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