Theorising Simulation in Higher Education: Difficulty for Learners as an Emergent Phenomenon

Autor/inn/en	Abrandt Dahlgren, Madeleine; Fenwick, Tara; Hopwood, Nick
Titel	Theorising Simulation in Higher Education: Difficulty for Learners as an Emergent Phenomenon
Quelle	In: Teaching in Higher Education, 21 (2016) 6, S.613-627 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1183620
Schlagwörter	Simulation; Higher Education; Social Theories; Experiential Learning; Foreign Countries; Difficulty Level; Professional Education; Comparative Education; Intervention; Meta Analysis; Cognitive Processes; Psychomotor Skills; Instructional Design; Australia; Sweden; United Kingdom + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gesellschaftstheorie; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Schwierigkeitsgrad; Berufsausbildung; Vergleichende Erziehungswissenschaft; Meta-analysis; Metaanalyse; Cognitive process; Kognitiver Prozess; Psychomotorische Aktivität; Lesson concept; Lessonplan; Unterrichtsentwurf; Australien; Schweden; Großbritannien
Abstract	Despite the widespread interest in using and researching simulation in higher education, little discussion has yet to address a key pedagogical concern: difficulty. A "sociomaterial" view of learning, explained in this paper, goes beyond cognitive considerations to highlight dimensions of material, situational, representational and relational difficulty confronted by students in experiential learning activities such as simulation. In this paper we explore these dimensions of difficulty through three contrasting scenarios of simulation education. The scenarios are drawn from studies conducted in three international contexts: Australia, Sweden and the UK, which illustrate diverse approaches to simulation and associated differences in the forms of difficulty being produced. For educators using simulation, the key implications are the importance of noting and understanding (1) the effects on students of interaction among multiple forms of difficulty; (2) the emergent and unpredictable nature of difficulty; and (3) the need to teach students strategies for managing emergent difficulty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01