The perceived affordances of simulation-based learning: online student teachers’ perspectives
Peer reviewed, Journal article
Published version
View/ Open
Date
2022Metadata
Show full item recordCollections
Original version
Dittrich, L., Aagaard, T. & Hjukse, H. (2022). The perceived affordances of simulation-based learning: online student teachers’ perspectives. International Journal of Educational Technology in Higher Education, 19, Artikkel 60. https://doi.org/10.1186/s41239-022-00366-2Abstract
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.