The perceived affordances of simulation-based learning: online student teachers' perspectives.

ABSTRACT: 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

SUBMITTER: Dittrich L 

PROVIDER: S-EPMC9760319 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature