Fact or Fiction? Designing Stories for Active Learning Exercises

ABSTRACT

Stories can be employed in a variety of ways in college classrooms—such as in case studies, simulations, and problem-based learning (PBL) activities. Sometimes these stories are historically accurate, while in other instances they are fictional. What might be the benefits and challenges of using fictional narratives? This article draws upon data from student surveys and 15 years of teaching practice to consider the advantages and drawbacks of using fictional stories in PBL exercises. It finds that using fictional stories develops problem-solving and teamwork skills, promotes deep learning, enables the discussion of sensitive topics, and helps to build a community of learners. Also, the stories can be easily modified so as to meet learning objectives and enhance instructional flexibility. Moreover, the challenges of using fictional stories are manageable. Writing such narratives can be easier than imagined if professors fictionalize a case study with which they are familiar. Concerns about the acquisition of substantive knowledge can be addressed by discussing the similarities between fictional stories and real-world cases. Students report that the use of fictional narratives clarifies abstract concepts and aids in the long-term retention of course material. While this article focuses on PBL, its findings are pertinent to other forms of active learning.

KEYWORDS:

• Active learning
• case studies
• problem-based learning
• role-playing
• simulations

Notes

The literature on simulations and games is vast and it is beyond the scope of this article to review it here. The American Political Science Association (APSA) has an excellent website on teaching with simulations, with links to popular simulations covering a range of topics (http://www.apsanet.org/programs/teaching/simulations).

In 2015, 33 out of 50 students responded to the survey, while in 2016, 56 out of 75 responded. All of the PBL activities entailed fictional stories.

Additional information

Notes on contributors

Beth A. Fischer

Beth A. Fischer is an Assistant Professor at Woodsworth College at the University of Toronto. She specializes in U.S. foreign policy and international security and is the author of The Reagan Reversal: Foreign Policy and the End of the Cold War (University of Missouri Press, 1997). A Nobel Fellow, Fischer was an editor of International Journal, Canada’s leading journal about international affairs.