The use of simulation as a teaching and learning approach to support practice learning

Murray, Cyril; Grant, Maria J.; Howarth, Michelle; Leigh, Jacqueline

doi:10.1016/j.nepr.2007.08.001

Cited by 123 publications

(71 citation statements)

References 13 publications

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“…The GoPro technology was perceived by PSTs as reproducing strong interactions that occur within practical PE classes by imitating the appearances and characteristics of the more real life experiences (Murray, Grant, Howarth & Leigh, 2008). The PSTs were able to see activities unfold 'in practice' rather than simply listening to theoretical perspectives that related to classroom management, inclusiveness, safety, pedagogical strategies, scaffolding, transitioning and links to the curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…Simulations are described as providing teaching and learning experiences that imitate the appearances and characteristics of more real life experiences (Murray, Grant, Howarth, & Leigh, 2008). Alternatively, simulations are described as an environment that is developed to enhance an individual's engagement with real experiences (Bell, Kanar, & Kozlowski, 2008) that in turn can develop skills and learning objectives (Cook & Swift, 2006;Lane, 1995).…”

Section: Introductionmentioning

confidence: 99%

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A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0

Hyndman

2017

AJTE

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0

Hyndman

2017

AJTE

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“…Within teaching and learning experiences, simulations have been described as facilitating teaching and learning experiences that reflect the characteristics of life-like experiences and moments (Murray, Grant, Howarth, & Leigh, 2008). Simulations are characterised by providing an environment that is created which develops a person's interaction with real experiences (Bell, Kanar, & Kozlowski, 2008), subsequently improving the uptake of skills being taught and learning objectives (Cook & Swift, 2006;Lane, 1995).…”

Section: Tpack Framework Stage 3 -Technology What Digital Technologiementioning

confidence: 99%

The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0

Hyndman¹,

Papatraianou

2017

LCJ

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Teacher Education programs have a unique and important role to play in assisting pre-service teachers (PSTs) to deliver developmentally-appropriate physical education (PE) classes. Despite this important role, the 'physical' nature of PE classes and the growing externallyfocused environment of online tertiary education programs can make it challenging to provide access to real-life practical PE learning experiences for PSTs. One possible solution to this is facilitating simulated on-campus learning experiences to those online. A form of technology that has emerged within educational contexts that has the potential to simulate PE learning and address a number of key learning areas is GoPro video recording devices. To date, there is little investigation of the potential of simulating PE practical learning processes via GoPro video technology. The aim of this paper is to report on teacher field note observations and reflections underpinned by a Technological Pedagogical and Content Knowledge (TPACK) framework. It was revealed that the suitability of GoPro technology was enforced by its portable nature and the ability of the camera to capture point-of-view vision. It is vital for teacher training programs to enhance PST 'readiness' by providing simulated experiences from PE practical classes to ensure graduate standards are met.

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“…[28][29][30][31] Yet, still there is a distinct lack of empirical data to distinguish whether simulated learning transfers to clinical practice skill. 32,33 A recent scoping paper emphasises that even though simulation is hugely popular with both students and facilitators, no clear guidance is available on how to successfully embed activities into the curricula, furthermore, primary research is required to gauge the transferability of simulated learning into the clinical environment. 34 In summary, studies investigating interactive educational technology generally agree that key considerations for use within teaching and learning include relevant alignment, planning, design and experience.…”

Section: Simulated Learningmentioning

confidence: 99%

Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

Dickson

2014

Ultrasound

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Linking theory to practice is an area of concern for ultrasound students, clinical mentors and academic staff. The link between theory and practice requires a robust clinical mentorship scheme in addition to careful curricula design considerations to improve student outcomes. The introduction of interactive technology in education provides ripe opportunity to improve feedback to students to support the link between theory and practice. A series of three interactive learning and teaching activities were designed and delivered to a PostGraduate Ultrasound cohort, after which, evaluation was performed to answer the research question: Which interactive technologies support the link between theory and practice through improved feedback mechanisms? An action research methodology was adopted involving an enquiry based literature review, planning, design and action process. Data were collected following action of three interactive teaching and learning sessions within the Medical Ultrasound cohort of 2013/2014 at Glasgow Caledonian University via a paper based questionnaire. A 100% response rate was achieved (n ¼ 14). All three interactive learning and teaching sessions were considered with 100% highest point agreement to support the link between ultrasound theory and practice via feedback. Students found all three designed and facilitated sessions valuable and relevant to their learning, which in turn provided positive experiences which were perceived to support the link between theory and practice through feedback. These activities can be considered valuable in Postgraduate Ultrasound education.

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The use of simulation as a teaching and learning approach to support practice learning

Cited by 123 publications

References 13 publications

A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0

A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0

The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0

Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?

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