This article provides a literature review into the utilisation of role play and reflection, as valuable teaching strategies which should be considered for implementation, within the Police Education Qualification Framework. The aim of this article is to challenge the current pedagogical teaching methods utilised as part of the National Policing Curriculum, by highlighting the benefit of a more experiential-based learning strategy, for Professional Policing Degree students, based within England and Wales.
AbeJAA (2011) Positive emotions, emotional intelligence, and successful experiential learning. Personality and Individual Differences51(7): 817–822.
2.
AdamsJDMabuselaMS (2013) Employing role play in teaching and learning: a case of higher education. South African Journal of Higher Education27(3): 489–500.
3.
AounCVatanasakdakulSAngK (2018) Feedback for thought: examining the influence of feedback constituents on learning experience. Studies in Higher Education43(1): 72–95.
4.
AttoeCKowalskiCFernandoA, et al. (2016) Integrating mental health simulation into routine health-care education. The Lancet Psychiatry3(8): 702–703.
5.
BackmanMPittHMarsdenT, et al. (2019) Experiential approaches to sustainability education: towards learning landscapes. International Journal of Sustainability in Higher Education20(1): 139–156.
6.
BartonH (2003) Understanding occupational (sub) culture – a precursor for reform: the case of the police service in England and Wales. The international Journal of Public Sector Management16(4/5): 346–358.
7.
BattacharyaMHowardTLUlfertsW (2020) A study of students’ perceptions about online versus traditional teaching. Journal of Higher Education Theory and Practice20(15): 117–125.
8.
BecherT (1990) Professional education in a comparative context. In: TorstendahlRBurrageM (eds). The Formation of Professions: Knowledge, State and Strategy. London: Sage, 134–150.
9.
BelurJAgnew-PauleyWTompsonL (2018) Designing a graduate entry route for police recruits: lessons from a rapid evidence assessment of other professions. Police Practice and Research21(2): 134–151. doi: 10.1080/15614263.2018.1526685.
10.
BhattacharjeeS (2014) Effectiveness of role playing as a pedagogical approach in construction education. In: 50th ASC annual international conference proceedings, Oklahoma. Associated Schools of Construction.Available at:http://ascpro0.ascweb.org/archives/cd/2014/paper/CERT199002014.pdf(accessed 3 May 2020).
11.
BhavaniSTaiJBoudD (2019) Does the use of summative peer assessment in collaborative group work inhibit good judgement?Higher Education77(5): 853–870.
12.
BiedenwegKMonroeMCOxarartA (2013) The importance of teaching ethics of sustainability. International Journal of Sustainability in Higher Education14(1): 6–14.
13.
BlakemoreBSimpsonK (2010) A comparison of the effectiveness of pre- and post-employment modes of higher education for student police officers. The Police Journal: Theory, Practice and Principles83: 29–41.
14.
BrettASmithMHuittW (2018) Overview of the affective domain. In HuittW (ed.) Becoming a Brilliant Star: Twelve Core Ideas Supporting Holistic Education. La Vergne, TN: IngramSpark, 83–104.
15.
BromfieldC (2006) PGCE secondary trainee teachers & effective behaviour management: an evaluation and commentary. Support for Learning21(4): 188–193.
16.
BroomC (2015) Empowering students: pedagogy that benefits educators and learners. Citizenship, Social and Economics Education14(2): 79–86.
17.
BrophyJ (2004) Motivating Students to Learn. 2nd edition. New Jersey: Lawrence Erlbaum Associates.
18.
BrownJBelurJTompsonL, et al. (2018) Extending the remit of evidence-based policing. International Journal of Police Science & Management20(1): 38–51.
19.
BrummelBJGunsalusCKAndersonKL, et al. (2010) Development of role-play scenarios for teaching responsible conduct of research. Science and Engineering Ethics16(3): 573–589.
20.
BryantRCockcroftTTongS, et al. (2013) Police training and education: past, present and future. In BrownJM (ed.) The Future of Policing. Oxon: Routledge, 383–397.
21.
BurnsH (2011) Teaching for transformation (Re) designing sustainability courses based on ecological principles. Journal of Sustainability Education2: 1–16.
22.
CarlessD (2006) Differing perceptions in the feedback process. Studies in Higher Education31(2): 219–233.
23.
ChanZCY (2011) Role playing in the problem based learning class. Nurse Education in Practice12: 21–27.
24.
ChenN-SWeiC-WWuK-T, et al. (2009) Effects of high level prompts and peer assessment on online learners’ reflection levels. Computers & Education52(2): 283–291.
25.
ChengY-CHuangL-CYangC-H, et al. (2020) Experiential learning program to strengthen self-reflection and critical thinking in freshmen nursing students during COVID-19: a quasi-experimental study. International Journal of Environmental Research and Public Health17(15): 5442.
26.
ChesimetMCGithuaBNNg’ enoJK (2016) Effects of experiential learning approach on students’ mathematical creativity among secondary school students of Kenricho East Sub County Kenya. Journal of Education and Practice7(23): 51–57.
27.
ChristopherS (2015) The quantum leap: police recruit training and the case for mandating higher education pre-entry schemes. Policing9(4): 388–404.
28.
ClapperTC (2010) Role play and simulation: returning to teaching for understanding. Education Digest75(8): 39–43.
CordnerG (2018) Police education in the USA. Policing: A Journal of Policy and Practice14(2): 300–311.
33.
CordnerGShainC (2011) The changing landscape of police education and training. Police Practice and Research12(4): 281–285.
34.
DalyYHigginsN (2011) Simulating the law: experiential ‘teachniques’ in the modern law curricula. Research in Education84(1): 79–81.
35.
DixonJA (2018) Experience required: practicums and internships give LIS students valuable experience on the ground for those who can afford them. Library Journal143(13): 32–33.
36.
DomineyJHillA (2010) The higher education contribution to police and probation training: essential, desirable or an indulgence?British Journal of Community Justice8(2): 5–6.
37.
DoornNKroesenJO (2011) Using and developing role plays in teaching aimed at preparing for social responsibility. Science and Engineering Ethics19: 1513–1527.
38.
EllzeyJ (2017) Examining officers with a higher level of education: perception on police transparency and legitimacy. Masters Thesis, Tarleton State University.
39.
FegleyAGHaganHNWarrinerGH (2020) A practitioner framework for blended learning classroom inquiry-based virtual reality lessons. E Learning and Digital Media17(6): 521–540.
40.
FinchDPeacockMLazdowskiD, et al. (2014) Managing emotions: a case study exploring the relationship between experiential learning, emotions, and student performance. The International Journal of Management Education13(1): 23–36.
41.
FlanaganR (2008) The Review of Policing: Final Report. London: Home Office.
42.
FlemingJRhodesR (2018) Can experience be evidence? Craft knowledge and evidence based policing. Policy and Politics46(1): 3–26.
GreenTGatesA (2014) Understanding the process of professionalisation in the police organisation. The Police Journal: Theory, Practice and Principles87(2): 75–91.
HawtreyK (2007) Using experiential learning techniques. The Journal of Economic Education38(2): 143–152.
47.
HeslopR (2011) The British police service: professionalisation or ‘McDonaldization’?International Journal of Police Science & Management13(4): 312–321.
48.
HeywardP (2010) Emotional engagement through drama: strategies to assist learning through role play. International Journal of Teaching and Learning in Higher Education22(2): 197–203.
49.
HillB (2017) Research into experiential learning in nurse education. British Journal of Nursing26(16): 932–938.
50.
HoltBJHannonJC (2006) Teaching-learning in the affective domain. Strategies20(1): 11–13.
51.
HouSWilderS(2015) How ready is higher education faculty for engaged student learning ? Applying transtheoretical model to measure service-learning beliefs and adoption. Curriculum, Educational Administration, Leadership, Criminology and Criminal Justice Education5(1).
52.
HoughMStankoE (2020) Designing degree-level courses for police recruits in England and Wales: some issues and challenges. Policing: A Journal of Policy and Practice14(1): 31–42.
53.
JoynerBYoungL (2006) Teaching medical students using role play: twelve tips for successful role plays. Medical Teacher28(3): 225–229.
54.
KakarS (1998) Self‐evaluations of police performance. An analysis of the relationship between police officers’ education level and job performance. Policing: An International Journal of Police Strategies & Management21(4): 632–647.
55.
KarveR (2011) Setting the stage for effective role plays. T + D65(11): 76–77.
56.
KolbDA (1984) Experiential Learning: Experience as the Source of Learning and Development. 2nd edition. London: Pearson FT Publishing.
57.
KolbAYKolbDA (2005) Learning styles and learning spaces: enhancing experiential learning in higher education. Academy of Management Learning & Education4(2): 193–212.
58.
KooleSDornanTAperL, et al. (2011) Factors confounding the assessment of reflection: a critical review. BMC Medical Education11: 104.
59.
KoppeH(2018) Having fun with role plays. The International Journal of Whole Person Care5(1). doi: 10.26443/ijwpc.v5i1.161, In press.
60.
KraftKJvdHSrogiLHusmanJ, et al. (2011) Engaging students to learn through the affective domain: a new framework for teaching in the geosciences. Journal of Geoscience Education59(2): 71–84.
61.
KuiperRAPesutDJ (2004) Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory. Journal of Advanced Nursing45(4): 381–391.
62.
KulkarniCWeiKPLeH, et al. (2013) Peer and self assessment in massive online classes. ACM Transactions on Computer-Human Interaction20(6): 1–31.
63.
LauritzLEAstromENymanC, et al. (2012) Policing students learning preferences, suitable responses from the learning environment. Policing: A Journal of Policy and Practice7(2): 1–9.
64.
LeeA (2007) Special section: how can a mentor support experiential learning?Clinical Child Psychology and Psychiatry12(3): 333–340.
65.
LeeMPunchM (2004). Policing by degrees: police officers’ experience of University Education. Policing and Society14(3): 233–249.
66.
LeungSFMokEWongD (2008) The impact of assessment methods on the learning of nursing students. Nurse Education Today28(5): 711–719.
67.
LumsdenKGoodeJ (2016) Policing research and the rise of the ‘evidence-base’: police officer and staff understandings of research, its implementation and ‘what works’. Sociology52(4): 813–829.
68.
MacManawayLA (1970) Teaching methods in higher education—innovation and research. Higher Education Quarterly24(3): 321–329.
69.
MacveanACoxC (2012) Police education in a University setting: emerging cultures and attitudes. Policing6(1): 16–25.
70.
MaddoxLPatinoAKaltchevaVD, et al.(2018) Integration of an online curriculum with a real-world exercise: a step beyond traditional classroom teaching. Journal of Advertising Education22(1): 23.
NeyroudP (2011) Review of Police Leadership and Training. London: Home Office.
76.
NguyenHT (2016) Interactional practices across settings: from classroom role – plays to workplace patient consultations. Applied Linguistics39(2): 213–235.
77.
NicolDThomsonABreslinC (2014) Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education39(1): 102–122.
78.
O’ ReganSMolloyEWattersonL, et al. (2016) Observer roles that optimise learning in healthcare simulation education: a systematic review. Advances in Simulation1(4): 1–10.
79.
PatchanMMSchunnCD (2015) Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality. Instructional Science43(5): 591–614.
80.
PatersonC (2011) Adding value? A review of the international literature on the role of higher education in police training and education. Police Practice and Research12(4): 286–297.
PepperIMcGrathR (2015) Teaching the college of policing pre-employment “Certificate in Knowledge of Policing” to undergraduate students. Higher Education, Skills and Work-Based Learning5(2): 196–206.
83.
PepperIMcGrathR (2019) Embedding employability within higher education for the profession of policing. Higher Education, Skills and Work-Based Learning9(3): 319–328.
84.
PettengerMWestDYoungN (2014) Assessing the impact of role play simulations on learning in Canadian and US classrooms. International Studies Perspectives15(4): 491–508.
85.
PhelpsJMStrypeJLe BelluS, et al. (2016) Experiential learning and simulation based training in Norwegian police education: examining body worn video as a tool to encourage reflection. Policing12(1): 50–65.
86.
PittE (2019) Operationalising dialogic feedback to develop students’ evaluative judgement and enactment of feedback. In: HendersonMAjjawiRBoudD, et al.The Impact of Feedback in Higher Education : Improving Assessment Outcomes for Learners. Switzerland: Palgrave Macmillan, 129–146.
RamshawPSoppittS (2018) Educating the recruited and recruiting the educated: can the new police education qualifications framework in England and Wales succeed where others have faltered. International Journal of Police Science & Management20(4): 243–250.
90.
ReimeMHJohnsgaardTKvamFI, et al. (2016) Learning by viewing versus learning by doing: a comparative study of observer and participant experiences during an interprofessional simulation training. Journal of Interprofessional Care31(1): 51–58.
91.
RobergRBonnS (2004) Higher education and policing: where are we now?Policing: An International Journal of Police Strategies & Management27(4): 469–486.
92.
RogersC (2010) Professionalising the police- the South Wales approach. In: Contemporary Wales. Cardiff: University of Wales Press, Vol. 23.
93.
RogersCGravelleJ (2019) Implementing a police foundation degree – insights from South Wales. Policing: A Journal of Policy and Practice1–13.
94.
RourkeAJ (2012) Assessment ‘as’ learning: the role that peer and self-review can play towards enhancing student learning. The International Journal of Technology, knowledge and Society8(3): 1–13.
95.
RoweMTurnerEPearsonG (2016) Learning and practicing police craft. Journal of Organizational Ethnography5(3): 276–286.
96.
RussellCShepherdJ (2010) Online role-play environments for higher education. British Journal of Educational Technology41(6): 992–1002.
97.
SaehengP (2017) A study of e-learning, blended learning, and traditional teaching methods to motivate autonomous learning in english reading comprehension of thais learners. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics)2(1): 1–20.
98.
SahinS (2008) An application of peer assessment in higher education. Turkish Online Journal of Educational Technology7(2): 5–10.
99.
SanderPStevensonKKingM, et al. (2000) University students’ expectations of teaching. Studies in Higher Education25(3): 309–323.
100.
SargeantJMannKSinclairD, et al. (2008) Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use. Advances in Health Sciences Education13(3): 275–288.
101.
SavageSP (2007) Police Reform-Forces for Change. Oxford: Oxford University Press.
102.
SavageETapicsTEvartsJ, et al. (2015) Experiential learning for sustainability leadership in higher education. International Journal of Sustainability in Higher Education16(5): 692–705.
103.
SchonDA (2016) The Reflective Practitioner: How Professionals Think in Action. Oxon: Routledge.
104.
SeroussiD-ESharonRPeledY, et al. (2019) Reflections on peer feedback in disciplinary courses as a tool in pre-service teacher training. Cambridge Journal of Education49(5): 655–671.
105.
ShearerRDavidhizarR (2003) Using role play to develop cultural competence. Journal of Nursing Education42(6): 273–276.
106.
StevensonKSanderP (2002) Medical students are from Mars--business and psychology students are from Venus--- University teachers are from Pluto?Medical Teacher24(1): 27–31.
107.
StokoeE (2013) The (In)authenticity of simulated talk: comparing role-played and actual interaction and the implications for communication training. Research on Language & Social Interaction46(2): 165–185.
108.
StrudwickK (2019) Learning through practice: collaborative policing partnerships in teaching in higher education. The Police Journal: Theory, Practice and Principles94(1): 58–74.
109.
Ter BeestHVan BemmelMAdriaansenM(2018) Nursing student as patient: experiential learning in a hospital simulation to improve empathy of nursing students. Scandanavian Journal of Caring Sciences32(4): 1390–1397. doi: 10.1111/scs.12584, In press.
VeineSAndersonMKAndersenNH, et al. (2019) Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development25(2): 147–161.
112.
WalsACorcoranPB (2006) Sustainability as an Outcome of Transformative Learning in Drivers and Barriers for Implementing Sustainable Development in Higher Education (2005-2014). Goteborg: UNESCO, 103–119.
113.
WeimerM (2013) Learner-Centered Teaching: Five Key Changes to Practice. Hoboken, NJ: Wiley.
114.
WerthEP (2009) Student perception of learning through a problem‐based learning exercise: an exploratory study. Policing: An International Journal of Police Strategies & Management32(1): 21–37.
115.
WhiteDHeslopR (2012) Educating, legitimising or accessorising? Alternative conceptions of professional training in UK higher education: a comparative study of teacher, nurse and police officer educators. Police Practice and Research13(4): 342–356.
116.
WilliamsENormanJRoweM (2019) The police education qualification framework: a professional agenda or building professionals?Police Practice and Research20(3): 259–272.
117.
WimshurstKRansleyJ (2007) Police education and the university sector: contrasting models from the Australian experience. Journal of Criminal Justice Education18(1): 106–122.
118.
WoodDA (2018) Embedding learning and assessment within police practice: the opportunities and challenges arising from the introduction of the PEQF in England and Wales. Policing: A Journal of Policy and Practice14(2): 374–382.
119.
WoodDATongS (2008) The future of initial police training: a university perspective. Intrenational Journal of Police Science and Management11(3): 2094–2305.
120.
WurdingerSAllisonP (2017) Faculty perceptions and use of experiential learning in higher education. Journal of E Learning and Knowledge Society13(1): 15–26.
121.
YardleySTeunissenPWDornanT (2012) Experiential learning: transforming theory into practice. Medical Teacher34: 161–164.
