Abstract

Faculty at Bahrain Teachers' College were concerned that their students lacked the ability to succeed in educational contexts designed to promote deep, or active, student-centered, learning. Deep learning is an educational approach that involves critical analysis, the linking of ideas and concepts, creative problem solving, and application. The researcher introduced role-playing to encourage more active learning among the students and to assess gender differences in their reactions to a method that requires a great deal of open-mindedness and risk-taking. Results indicated a high satisfaction rate and few gender differences in reactions towards role-playing, with uniquely interesting implications for both educational institutions and gender studies.

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Additional Information

ISSN
1558-9579
Print ISSN
1552-5864
Pages
pp. 89-102
Launched on MUSE
2011-04-17
Open Access
No
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