THINKING FROM AN OPPOSING POSITION: A FRAMEWORK FOR A ROLE-REVERSAL PEDAGOGY USING TECHNOLOGY

Abstract

The role-reversal learning approach is a powerful pedagogy that helps students develop higher-order thinking skills by gaining understanding of an opposing viewpoint. However, the use of this in the classroom has previously encountered several obstacles. New technologies provide innovative and situated learning methods that are able to overcome these obstacles. In this study, we developed a technology-enhanced role-reversal pedagogical framework, as well as three design principles and an activity flow. We established a Second Life simulation environment to support this framework, in which we conducted a virtual job interview activity. We then carried out two investigations from different perspectives to evaluate the technology-supported role-reversal activity. The results indicate that using a role-reversal job interview activity in an immersive environment helps students think both from the interviewer’s and interviewee’s viewpoints. Students also gain vital experience by participating in this activity, and improve the skills required to participate in interviews.