Skip navigation

The use of drama-based techniques in higher education teaching

The use of drama-based techniques in higher education teaching

Robson, Robert Arnett (2018) The use of drama-based techniques in higher education teaching. EdD thesis, University of Greenwich.

[img]
Preview
PDF
Robert Arnett Robson 2018 - secured.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (2MB) | Preview

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.

Item Type: Thesis (EdD)
Uncontrolled Keywords: Higher education; teaching; pedagogy; drama techniques;
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Department of Education & Community Studies
Last Modified: 20 May 2020 08:51
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/24536

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics