Practising teaching using virtual classroom role plays

Dalgarno, Barney; Gregory, Sue; Knox, Vicki; Reiners, Torsten

doi:10.14221/ajte.2016v41n1.8

Cited by 47 publications

(68 citation statements)

References 56 publications

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“…Moreover, they also concentrate more on the dealings with the learners playing the duty of school students, thereby exposing the student teacher to decision making in the setting of unforeseen scenarios and events. 6 These teaching strategies provide beginning students with a prospect of practicing all forms of nursing and clinical care skills, such as fluid management, blood pressure management, or basic life support, among many others. 2 Advanced students may also use simulation and role-play to apply knowledge theory to practice in the nursing decision-making process, provision of end of life care, or the management of a deteriorating patient.…”

Section: What Is Simulation and Role-play As Teaching Strategy?mentioning

confidence: 99%

Simulated Role-Playing in Pharmacy

Alshammari¹

2020

ijpqa

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Role-play refers to a situation that allows learners to examine realistic situations by interacting with other individuals in a controlled way to develop experience and try different strategies within a supported environment. Depending on the objective of the activity, learners may play a role that is related to their own or could take on an opposite part as well. In this study, the author sought to investigate the satisfaction and perception of pharmacy students toward role-playing. The study used a prospective study design and collected data from students at Princes Nourah bint Abdulrahman University (PNU). The researcher used a rubric that allowed the learners to select their responses as either “Poor,” “Average,” “Proficient,” or “Excellent.” The rubric was distributed to 6th level pharmacy students who experienced role-play for the first time in a classroom session. The findings showed that role play helped in the development of professional skills, recognized possible arguments and solutions, facilitated better understanding, developed the confidence of the learners, enhanced their communication skills, promoted effective discussion, and encouraged active participation. These observations were discussed in light of past studies that have focused on the domain of role-playing. Based on these findings, the study recommends the use of simulation and role-play in teaching pharmacy programs.

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Section: What Is Simulation and Role-play As Teaching Strategy?mentioning

confidence: 99%

Simulated Role-Playing in Pharmacy

Alshammari¹

2020

ijpqa

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“…We argue that the transition from theory to practice (and from institute to internship school) can be improved with computer‐based classroom simulations . The last decade saw a growing trend in classroom simulations to prepare PSTs for educational practice (eg, Dalgarno, Gregory, Knox, & Reiners, ; Rayner & Fluck, ). However, none of the studies in a recent literature review on computer‐based classroom simulations and PSTs’ well‐being has reported effects of these simulations on PSTs’ professional anxiety (Theelen, van den Beemt, & den Brok, ).…”

Section: Introductionmentioning

confidence: 99%

“…Examples are learning how to build seaports (Bekebrede & Mayer, ), how to install residential electrical wiring (Liu & Su, ) and how to bridge the gap between entrepreneurial theory and practice (Westera et al , ). Specifically, for teacher education, computer‐based classroom simulations support the improvement of PSTs’ classroom management skills and increase practical knowledge on how to manage classroom disruptions (Dalgarno et al , ).…”

Section: Introductionmentioning

confidence: 99%

Virtual internships in blended environments to prepare preservice teachers for the professional teaching context

Theelen¹,

Willems²,

Beemt³

et al. 2019

Brit J Educational Tech

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During internships, PSTs are often confronted with feelings of stress and anxiety (Murray-Harvey et al. , 2000). For example, classroom management issues are a major stress factor AbstractThis study investigated to what extent virtual internships in teacher education were able to reduce Preservice Teachers' (PSTs) professional anxiety. Simultaneously, this study investigated how virtual internships in blended learning environments were evaluated by PSTs in terms of technological, social and educational affordances. PSTs followed virtual internships during two different Educational Pedagogy Master's courses (27 and 16 participants) in a teacher education programme. A mixed methods design was employed, consisting of pre-and post-test questionnaires, a focus group interview and individual interviews. A significant decrease was found in PSTs' professional anxiety after having followed Virtual Internship 2. PSTs reported they obtained a more realistic image of teaching and felt better prepared for teaching in practice. Furthermore, regarding technological affordances, system usability was considered between acceptable and good. Concerning social affordances, PSTs appreciated collaboration within the virtual internships. As an educational affordance, it appeared that learning from videos with authentic classroom events is a good preparation for the professional teaching context. According to the PSTs, the scenarios within virtual internships could be improved in terms of authenticity and personalisation by offering more details and background information. The results of this study imply that virtual internships can be useful assets for teacher education.

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“…Even if internships are essential to experience teaching in authentic contexts, they often are difficult to organize, manage, and mentor [5]. Building training devices that would enable pre-service teachers to simulate simplified yet realistic instructional situations would give them the opportunity to experience useful skills in university settings.…”

Section: Introductionmentioning

confidence: 99%