Data set five: the student evaluations of drama-based techniques

As noted in Chapter Three, following the initial viewing of the videos and the completion of the questionnaires, the six student research participants were informed regarding the topic of the research. They were then invited to openly discuss their views on the use of drama-based techniques in higher education teaching. The data analysis resulted in a final list of 50 codes. These were consolidated into three main themes. The findings and interpretative analysis are presented for each of the three themes in turn.

5.4.1 Theme one: drama-based techniques can contribute to lecturer effectiveness in teaching and learning

This theme relates to viewpoints on how the techniques can contribute to lecturer effectiveness. The following quotations highlight some of the salient comments:

DBTs heighten interest and attention; it can be used to explain a difficult example so that students understand it more easily

I feel that DBT’s can be used to enhance learning as it makes the point that is being made more interesting and this can have an effect on the learning experience. I also feel that when a DBT is used, when you think back to the point – it makes you remember it more and what was said and what happened

The prime value of using DBTs is that they are effective in stimulating student attention and can aid information retention

I was locked in because I don’t think I would have paid attention if it was just a talk about search engine optimisation. I’m not particularly interested in it personally, but because he did it in that way even though I’m not interested in it I still paid attention By using sketches of skits, lecturers can make theoretically abstract or difficult topics more accessible, comprehensible and understandable by illustrating and expressing them within a situational context. This can be an additional method for teachers to elucidate difficult concepts

Lecturers can also use interactive DBTs to aid learning. Interactive DBTs are sketches, skits and soliloquys which are constructed with student feedback or ideas. Students can be brought into to contribute to Drama Based Techniques either beforehand or even in live time. For example, during a skit, a student could stop a skit and ask a question related to the subject. It would be up to the actors to, in live time, engineer the scenario so that the subject of the question is addressed within the skit. An interactive approach to DBTs can provide personalised learning and can engage students at a deeper level

151

In a lecture if you use role play like a scenario and you say that something like that could happen in the future it makes you think that you have to make sure … that you should know about that

In sub-sections 5.3.1 and 5.3.2, the students identified facets from the performances which linked to some of the constructs for teaching effectiveness and the associated teaching strategies (Heffernan et al 2010). In sub-section 5.3.3, it seemed evident that this teaching effectiveness, as displayed through the performances, supported student engagement as each student was able to cite at least one occasion where their attention was captured. In some of the above extracts, the power of drama-based techniques to stimulate interest and attention is again mentioned. It could be argued that heightened attention is only of value if it leads to students being able to engage in meaningful learning. The students highlight some specific perceived benefits from the use of drama-based techniques in this regard, including explaining complex concepts to aid understanding, supporting retention of information and depicting future scenarios of relevance to the students. An interesting point is made in extract four because there may be topics that students need to learn, but which may not be particularly interesting. Here the student appears to believe that drama-based techniques can help in that regard. An interesting opinion is given in extract six. The student appears to be advocating the use of forum theatre (Boal 1979). This approach was not discussed in any depth in the original workshop and there are no plans to introduce it in the RTS. However, it remains an option open to lecturers as they develop their performance skills. Although no learning has been measured it seems reasonable to conclude that students may perceive that drama-based techniques can contribute to lecturer effectiveness in teaching and learning.

5.4.2 Theme two: drama-based techniques should be applied in higher education teaching

This theme relates to viewpoints on how the techniques should be applied within higher education. The following quotations highlight some of the salient comments:

I would like to see more of this in the future as I believe DBTs are a valuable way of learning

I feel that I do not experience enough of these techniques in my classes

I believe that DBTs work better in lectures as a lecture is the lecturer reading or giving the students information for a whole 50 minutes

I believe DBTs can be more effectively used in lectures where attention spans usually tend to decline more rapidly compared to tutorials

152

In every single lecture they shouldn’t use it, but once in a while it’s perfectly fine, so it should be used

I think that DBTs should be employed in all lessons

I think that it would a great idea to at least have one DBT per class if the topic is appropriate

I enjoyed them … I don’t think they need to be used in every lecture or tutorial

Teachers should be aware of the over-use of DBTs so they do not become perceived as mundane, stale and irrelevant

I think repetition in the structure of any lecture no matter what the repetition is, if it is repeated week in and week out… it sometimes becomes predictable and when it becomes predictable it becomes less interesting.

It could become a bit tedious I would say if you had a skit in every single lecture and they wouldn’t grab your attention in the same way as they did the first time

I don’t think it’s entirely necessary when the tutorial’s based around exam details … I would prefer just information just so I know where I’m going

Yeah, even in maths and sort of exams … role play is probably not necessary in that sort of situation

There appears to be general consensus that drama-based techniques should be employed within higher education teaching but with certain caveats. There are also some varied opinions on the frequency of use. Some students suggest that the techniques could feature in all lessons whereas others suggest a more conservative approach. Some suggest the lecture setting is particularly appropriate because of the need to maximise attention. There are several comments regarding

overuse. Again, this underscores the need to address frequency and manner of use in the RTS

(see Table 5.2). The final two extracts are interesting. Whether the techniques are appropriate in such situations would depend on the structure of the session and the material. It could be that short drama interventions effectively ‘break-up’ lengthy information-giving sessions, allowing re-engagement. Notably, out of the 25 performances, 13 of them were delivered in lectures and tutorials that were dedicated, at least in part, to exam preparation and revision.

5.4.3 Theme three: performance challenges must be addressed for effective execution

This theme relates to viewpoints on the performance challenges facing lecturers in terms of effective delivery. The following quotations provide a summary of the salient points:

I feel that some lecturers do not have ‘the spark’ as such to provide the techniques in a classroom or a lecture environment

153

Generating fresh ideas for DBTs, lecturers have the additional task of creating new skits and sketches for lessons

They may not want to put in the effort. They may not be bothered

A balance between traditional teaching methods and DBTs must be established. DBTs should be tactically and specifically used in order to inculcate learning points in the minds of students

Well, maybe when they go for a lecturer’s job, they’re not going to be expecting to be asked to do this sort of thing, so maybe it could be advisable for them to get some practice

You could just organise some internal training sessions and ask for their input to see if they actually want to do it because if they don’t want to do it they’re not going to do it well I’d imagine

Some will find it harder than others, but I think there’s potential for everyone

Teachers should ask for feedback from key students on the effectiveness of DBTs in order to inform the construction of further drama-based performances

Some clear, practical opinions are given here which appear to dovetail with the action research approach, particularly the suggestions about training and practice. The RTS for action research cycle two will meet this need and address some of the other points made here, for example, the importance of linking the interventions to the learning points and how to achieve balance regarding frequency of use. The challenge of generating fresh ideas will also be addressed, in part, through the sharing of examples online and building the repertoire of reference material (see Table 5.2). If students perceive that some lecturers lack ‘the spark’, perhaps that underscores the value of pioneering this innovative teaching approach and providing the necessary training, if it allows lecturers to move out of their comfort zone and develop skills to genuinely engage students.

5.4.4 Data set five: summary of key points in relation to the research question

Table 5.4 provides a summary of the key points in relation to the research question emerging from the analysis of the three themes.

154

DATA SET FIVE: THE RESEARCH QUESTION

• Students may perceive drama-based techniques as stimulating interest and attention • Students may perceive engagement as leading to learning benefits

• Students may appreciate the use of drama-based techniques in higher education teaching if not overused

• _{Students may perceive that lecturers would require training and practice for effective} delivery of drama interventions

Table 5.4 Summary of key points from data set five relating to the research question 5.4.5 Data set five: summary of key points for the revised training strategy

No additional points have emerged from the analysis of data set five for inclusion in the revised training strategy.