Online role-plays as authentic assessment: five models to teach professional interventions

Abstract

Recent research has established that the use of online role-plays in assessment practices in universities is small in number, however this learning and teaching strategy has many potential benefits including providing the opportunity for students to demonstrate collaborative problem solving in an asynchronous environment. Online role-plays are an authentic learning and teaching strategy that allows students to participate in simulated 'real life' world experiences. Additionally, online role-plays can assist in assessing professional interventions that integrate theory and practice, such as interviewing, counseling and facilitation. In this paper the authors explore the characteristics of authentic learning and relate these to the use of online role-plays and suggestions are made regarding ways that online role-plays can best be used in assessment practices. Further five models of online role-plays, which allow students to demonstrate understanding of professional interventions, are discussed. The authors explore the benefits of using online role-playing in a blended learning design where a combination of online role-plays with face-to-face role-plays is used to optimize the opportunities for students to demonstrate understanding of professional interventions. Finally, the authors provide a framework to assist in the choice of models of online role-plays as an assessment practice.