Metacognitive mediation in learning with computer-based simulations

How to turn a team of experts into an expert medical team: guidance from the aviation and military communities

“…23 24 Although the exact content contained within preparatory information may differ according to domain, it tends to focus on an explanation of the physiological reactions that are likely to Also known as CRM; focuses on teaching team members about basic process underlying teamwork; strategy widely applied in aviation, medical, and military communities; targets mutual performance monitoring and back up behaviour Team self correction training 18 19 Team members are taught techniques for monitoring and then categorising their own behaviours as to the degree of its effectiveness; this process generates instructive feedback so that team members can review performance episodes and correct deficiencies; additional KSAs targeted initiative, communication Team building 20 Targets role clarification, goal setting, problem solving, or interpersonal relations for improvement. However, recent metaanalytic evidence suggests team building only increases performance when targeting subjective criteria such as role clarification Assertiveness training 21 Utilises behavioural modelling techniques to demonstrate both assertive and non-assertive behaviours; provides multiple practice and feedback opportunities for trainees Metacognition trainingÀ 22 Targets trainee's executive monitoring and self regulatory cognitive processes for development; training develops metacognitive skills which serve to regulate cognitive abilities such as inductive and deductive reasoning Stress exposure training 23 24 Targets trainee knowledge of both potential stressors and coping strategies; develops trainee insight into the link between stressors, perceived stress, and individual affect and performance occur regarding the stressful event. Preparatory information typically addresses how the person is likely to feel, describes the events that are likely to occur, and how to mitigate these undesirable consequences.…”

A Comparative Study for Determining the Impact of Simulation-based, Hands-on and Feedback Mechanisms on Students’ Learning in Engineering Technology and Computer Networking Programs

“…As experiential learning, simulations generate student interest beyond that of traditional classroom lectures [5] and thereby provide insight. Additionally, simulations develop critical and strategic thinking skills.…”

Effectiveness of Simulation versus Hands-on Labs: A Case Study for Teaching an Electronics Course

“…10 In constructing the simulation, Smith and Boyer's (1996) guidelines provided an appropriate model. The teaching goals of the simulation played an important role in its development.…”

“…10 Computer-based simulation software enables the students to experiment interactively with the fundamental theories and applications of electronic devices. 10 It provides instant and reliable feedback and, thus, gives students an opportunity to try out different options and evaluate their ideas for accuracy almost instantly. Lab students often assume that lab equipment is not always accurate and reliable, and they sometimes make the mistake of attributing their design errors to experimental errors.…”

“…8 Guided discovery has been found to be an effective learning method that stimulates group interaction and is challenging enough to force students to use resources beyond what are available in the classroom. 10 Menn (1993) evaluated the impact of different instructional media on student retention of subject matter. 11 It was found that students remember only 10% of what they read; 20% of what they hear; 30% if they see visuals related to what they are hearing; 50% if they watch someone do something while explaining it; but almost 90% if they do the job themselves even if only as a simulation.…”