In this paper we propose adapting role-play teaching methodology to engineering studies. The role of a maintenance technician, a relevant job profile for engineering graduates is has chosen. The interaction is based on email exchange, with the instructor included in the simulation to help guide the activity and achieve learning objectives. In this paper, we present experience with this methodology, its implementation, results, and student feedback. | Journal of Technology and Science Education ON-LINE ROLE-PLAY AS A TEACHING METHOD IN ENGINEERING STUDIES 1 Adolfo Cobo , Olga Mª Conde, Mª Ángeles Quintela, Jesús Mª Mirapéix, José Miguel López-Higuera 1 Grupo de Ingeniería Fotónica, Universidad de Cantabria Santander, Spain Abstract In this paper we propose adapting role-play teaching methodology to engineering studies. The role of a maintenance technician, a relevant job profile for engineering graduates is has chosen. The interaction is based on email exchange, with the instructor included in the simulation to help guide the activity and achieve learning objectives. In this paper, we present experience with this methodology, its implementation, results, and student feedback. Keywords - Role play, engineering, optical communications. 1 INTRODUCTION Role playing, as a learning tool, may be defined as when students (and perhaps the instructor) are asked to imagine that they are in a particular situation (either as themselves or as another person), and are instructed to behave as they (or their assumed person) would behave in that given situation. A framework for learning diverse competences is therefore created [1]. This teaching method has significant advantages, including: - Develops generic competences such as oral and written communication, self-motivation, and ability to adapt changing environments, conflict resolution or negotiation [2]. - Provides a positive and secure environment to deal with attitudes and feelings [1]. - Promotes social interaction - Brings life to descriptive subjects like History, economics, geography - Encourages active, student-centred learning - Provides immediate feedback for students and teacher - Closes the gap between the academia and real-life scenarios in the working world. Despite these advantages, this teaching method is rarely used at the college level, and is typically reserved to foreign language instruction, [3,4], business [5],
