|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Theorising simulation in higher education: difficulty for learners as an emergent phenomenon|
|Authors:||Abrandt, Dahlgren Madeleine|
|Publisher:||Taylor and Francis|
|Citation:||Abrandt Dahlgren M, Fenwick T & Hopwood N (2016) Theorising simulation in higher education: difficulty for learners as an emergent phenomenon, Teaching in Higher Education, 21 (6), pp. 613-627.|
|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.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Teaching in Higher Education on 11 May 2016, available online: http://www.tandfonline.com/10.1080/13562517.2016.1183620|
University of Technology, Sydney
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