Role engagement and anonymity in synchronous online role play

Role play activities provide opportunities for learners to adopt unfamiliar roles, engage in interactions with others, and get involved in realistic tasks. They are often recommended to foster the development of soft skills and a wider perspective of the world. Such activities are widely used as an...

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Autores principales:	Sarah Cornelius, Carole Gordon, Margaret Harris
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	online role play context anonymity role engagement authenticity Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ac658d9e6680408d9d83fe9ea67b4664
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spelling	oai:doaj.org-article:ac658d9e6680408d9d83fe9ea67b46642021-12-02T18:03:25ZRole engagement and anonymity in synchronous online role play10.19173/irrodl.v12i5.9231492-3831https://doaj.org/article/ac658d9e6680408d9d83fe9ea67b46642011-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/923https://doaj.org/toc/1492-3831 Role play activities provide opportunities for learners to adopt unfamiliar roles, engage in interactions with others, and get involved in realistic tasks. They are often recommended to foster the development of soft skills and a wider perspective of the world. Such activities are widely used as an online teaching approach, with examples ranging from the simple use of email to the employment of virtual worlds and Web 2.0 technologies. This paper provides a case study of a role play activity which employs real-time anonymous discussion forums and aims to improve our understanding of effective role play and the impact of anonymity. This role play has been effective in educating learners about different perspectives on the issue of Quality in Further Education. The context and implementation of the role play are outlined, and the learners’ interactions and experiences are explored using an investigative analysis of discussion transcripts and semi-structured interviews with participants. The findings suggest that role engagement and anonymity are important components for success in synchronous online role play. Evidence is presented that provides an insight into the factors which encourage role engagement, including prior experiences and contributions from peers. The impact of anonymity is also explored since many participants did not regard the study environment as real and attempted to identify their peers. Sarah CorneliusCarole GordonMargaret HarrisAthabasca University Pressarticleonline role playcontextanonymityrole engagementauthenticitySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 5 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	online role play context anonymity role engagement authenticity Special aspects of education LC8-6691
spellingShingle	online role play context anonymity role engagement authenticity Special aspects of education LC8-6691 Sarah Cornelius Carole Gordon Margaret Harris Role engagement and anonymity in synchronous online role play
description	Role play activities provide opportunities for learners to adopt unfamiliar roles, engage in interactions with others, and get involved in realistic tasks. They are often recommended to foster the development of soft skills and a wider perspective of the world. Such activities are widely used as an online teaching approach, with examples ranging from the simple use of email to the employment of virtual worlds and Web 2.0 technologies. This paper provides a case study of a role play activity which employs real-time anonymous discussion forums and aims to improve our understanding of effective role play and the impact of anonymity. This role play has been effective in educating learners about different perspectives on the issue of Quality in Further Education. The context and implementation of the role play are outlined, and the learners’ interactions and experiences are explored using an investigative analysis of discussion transcripts and semi-structured interviews with participants. The findings suggest that role engagement and anonymity are important components for success in synchronous online role play. Evidence is presented that provides an insight into the factors which encourage role engagement, including prior experiences and contributions from peers. The impact of anonymity is also explored since many participants did not regard the study environment as real and attempted to identify their peers.
format	article
author	Sarah Cornelius Carole Gordon Margaret Harris
author_facet	Sarah Cornelius Carole Gordon Margaret Harris
author_sort	Sarah Cornelius
title	Role engagement and anonymity in synchronous online role play
title_short	Role engagement and anonymity in synchronous online role play
title_full	Role engagement and anonymity in synchronous online role play
title_fullStr	Role engagement and anonymity in synchronous online role play
title_full_unstemmed	Role engagement and anonymity in synchronous online role play
title_sort	role engagement and anonymity in synchronous online role play
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/ac658d9e6680408d9d83fe9ea67b4664
work_keys_str_mv	AT sarahcornelius roleengagementandanonymityinsynchronousonlineroleplay AT carolegordon roleengagementandanonymityinsynchronousonlineroleplay AT margaretharris roleengagementandanonymityinsynchronousonlineroleplay
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Role engagement and anonymity in synchronous online role play

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