Enhancing Students' Learning Through Simulation: Dealing With Diverse, Large Cohorts

Kelly, Michelle; Hopwood, Nick; Rooney, Donna; Boud, David

doi:10.1016/j.ecns.2016.01.010

Cited by 37 publications

(33 citation statements)

References 17 publications

(17 reference statements)

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“…This approach offers collaborative and supportive learning opportunities for imitating risky actions in a safe and corrective learning environment (Jeffries, 2012). However, simulation itself cannot lead to effective learning if the design and facilitation are not properly conducted (Dieckmann, 2009;Kelly, Hopwood, Rooney, & Boud, 2016). Pedagogical barriers, for example lack of study resources, inadequate teaching preparation and professional development, and teachers' lack of simulation experience may hamper the success of the learning and teaching (Hayden, 2010).…”

Section: So What Is the Problem?mentioning

confidence: 99%

Teaching technology with technology: approaches to bridging learning and teaching gaps in simulation-based programming education

Jamil

Isiaq

2019

Int J Educ Technol High Educ

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The learning of programming using simulation involves unique educational environments and human factors. However, research in this field has been mainly centred on the efficacy of the simulation tool whereas there is a lack of comparative studies between the associated teaching and learning procedures. To address the gap, this study facilitates an evidence-driven discussion on learning and teaching, as well as their relationship, in simulation-based programming education. Investigation areas include virtual and physical environments of simulation sessions, relevant learning enablers and impediments, and roles of students and faculty members in the process. The study followed qualitative methodology using focus groups and semi-structured interviews. Thirty-seven students and four lecturers on a computing course at a British university shared experiences and perceptions on simulation-based programming sessions. The data were analysed thematically and through cross-evaluation. The findings have provided fresh insights on several enabling and challenging aspects of simulation-based programming education. On the one hand, visualisation, consistency of learning procedures, and student engagement emerged as empowering factors. On the other, the negative implications of collaborative tasks, students' attention diversion while shifting between virtual and physical environments of learning, and lecturers' over-emphasis on technology in teaching preparation, appeared as challenges. The paper contributes to understanding the advantages and challenges of using simulation in programming education. It suggests essential teaching principles and their application procedures, which add value to the overall computing education at tertiary level. The learning is transferrable among other engineering programmes and academic disciplines that use simulation for educational purposes.

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Section: So What Is the Problem?mentioning

confidence: 99%

Teaching technology with technology: approaches to bridging learning and teaching gaps in simulation-based programming education

Jamil

Isiaq

2019

Int J Educ Technol High Educ

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“…For instance, students may practise carrying out a difficult conversation with a patient's family or practise accepted communication protocols in complex emergency situations (Arthur et al, 2011;Brock et al, 2013;Kelly, Forber, Conlon, Roche, & Stasa, 2014). Some also note simulation's capacity to standardise the educational experiences of the growing student cohorts (Issenberg et al, 2005;Kelly, Hopwood, Rooney, & Boud, 2016;Onda, 2012). In combination, these warrants for simulation are intensified by the need to address the global shortage of nurses and other health-related professionals (Bucha, Dhillon, & Campbell, 2017;World Health Organization, 2010).…”

Section: Layer 1: Background Simulation In the Health Sciencesmentioning

confidence: 99%

Simulation: A complex pedagogical space

Rooney

Nyström

2018

AJET

Self Cite

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Simulation is a pedagogy that has been widely used in a number of educational settings (e.g., aviation, transport, social work, nursing education). While it can take numerous forms, it often involves an assortment of high-tech equipment (e.g., flight simulators, manikins) that seek to replicate real settings. Specifically, this paper provides an empirically driven exploration of how simulation laboratories, used in the professional education of nurses, and medical and other health professionals in higher education settings, are practised. Informed by sociomaterial understandings, the paper problematises and disrupts homogeneous understandings of the simulation space as found in much of the health sciences literature. This is done by providing a number of layers ranging from accounts of simulation in literature and empirically driven accounts of simulation in action through to more abstract discussion. The paper is attentive to both the distinct materiality of the spaces involved and the human activities the spaces engender. This dual focus enables the consideration of spatial injustices as well as new directions for the development of simulation pedagogies.

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“…Rather than being the 'font of all knowledge' the contemporary role of teachers is to facilitate student learning. Group work, peer learning and Socratic dialogue are paradigms which significantly contrast with pre-university experiences, and often challenge the leaning expectations of students from Asian cultures (Kelly et al, 2016). For example, Asian students' experiences from traditional college education are of assessments that personify rote learning so when students are suddenly exposed to approaches such as selfdirected or problem based learning to promote deeper analytical processes, significant adjustment is required (personal experiences of all 3 authors).…”

Section: Learning Expectations Of Diverse Student Cohortsmentioning

confidence: 99%

“…Within SBE, learning and insight is facilitated through fluid interplay between participants (the socio-cultural) and with artefacts in the environment (the socio-material) (Kelly et al, 2016). Facilitating SBE requires multiple skills which may conflict with established, or comfortable, educational practices.…”

Section: Preparation To Facilitate Learningmentioning

confidence: 99%

“…Simulation based education (SBE) is now well established as an educational approach, in undergraduate programs and for continuing professional education, that complements existing models in development of core clinical knowledge and skill acquisition for health professions students and clinicians. It is known that the various domains of learning, such as knowledge, the psychomotor, affective and behavioural elements of practice, can be incorporated into holistic patient care simulation scenarios (Kelly, Hopwood, Rooney & Boud, 2016). Ways of determining the impact of SBE are topics emerging in the literature.…”

Section: Introductionmentioning

confidence: 99%

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