Promoting leadership and teamwork development through Escape Rooms

Abstract

Some potential reasons for disparate participation within and between the 2 years are noteworthy.First, some students may have ironically been intimidated by their peers' eloquent and thoughtful posts and did not want to submit what they worried were inferior posts.Second, some students may not frequent Facebook and prefer second-generation platforms such as Instagram or SnapChat that require minimal text comments.Third, comparatively fewer contact hours with second-year students may have contributed to less engagement outside of the classroom.Nonetheless, utilising only three existing course facilitators to promote engagement and critical thinking for up to 600 students, the Facebook group did not require extensive curriculum changes and was an efficient pedagogical platform.These lessons serve as useful ideas for further research and pedagogical initiatives on online professionalism and student engagement.

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