The perceived affordances of simulation-based learning: online student teachers’ perspectives

International Journal of Educational Technology in Higher Education

Research Article

Lynn Dittrich¹  Toril Aagaard²  Hjørdis Hjukse² 

[1] Department of Educational Science, University of South-Eastern Norway, 3679, Notodden, Norway;Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, 3679, Notodden, Norway;

关键词: Simulation-based learning;    Online students;    Pre-service teachers;    Mediating professional learning, artefacts;    Peer-led focus groups;   

DOI  :  10.1186/s41239-022-00366-2

 received in 2021-11-01, accepted in 2022-09-05,  发布年份 2022

来源: Springer

【 摘 要 】

In this study, we explore the perceived affordances of simulation-based learning (SBL) among online student teachers in Norway. We investigated how simulations mediate professional learning when coupled with educator-led debriefings and peer-led focus groups. Using an exploratory qualitative design, we examined 21 pre-service teachers’ perspectives on their experiences of this SBL intervention. We analysed peer-led focus group data, as well as written reflection logs. Our findings reveal that despite experienced technical challenges, the overall intervention afforded work-life relevant practice, prompting collaborative reflection. In addition to expert feedback, the peer-led focus group discussions are found to be a key component of the SBL design, as these enabled collaborative reflection over a shared practice teaching experience. The findings imply that SBL can be used to bridge the theory-practice gap, a recurring challenge in the field. Consequently, SBL has transformative potential in teacher education.

【 授权许可】

CC BY   
© The Author(s) 2022

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