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Theorising simulation in higher education: difficulty for learners as an emergent phenomenon
Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.ORCID-id: 0000-0001-5066-8728
University of Stirling, Scotland.
University of Technology Sydney, Australia.
2016 (Engelska)Ingår i: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 21, nr 6, s. 613-627Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD , 2016. Vol. 21, nr 6, s. 613-627
Nyckelord [en]
Simulation; professional learning; sociomaterial theory; difficulty; emergence
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URN: urn:nbn:se:liu:diva-131923DOI: 10.1080/13562517.2016.1183620ISI: 000383181200001OAI: oai:DiVA.org:liu-131923DiVA, id: diva2:1034798
Tillgänglig från: 2016-10-13 Skapad: 2016-10-11 Senast uppdaterad: 2017-11-29

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Abrandt Dahlgren, Madeleine
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