Theorising simulation in higher education: difficulty for learners as an emergent phenomenon

Dahlgren, MA; Fenwick, T; Hopwood, N

Theorising simulation in higher education: difficulty for learners as an emergent phenomenon

Dahlgren, MA Fenwick, T Hopwood, N

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Publication Type:: Journal Article
Citation:: Teaching in Higher Education, 2016, 21 (6), pp. 613 - 627
Issue Date:: 2016-08-17

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Field	Value	Language
dc.contributor.author	Dahlgren, MA	en_US
dc.contributor.author	Fenwick, T	en_US
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834	en_US
dc.date.available	2020-05-25T19:14:27Z
dc.date.issued	2016-08-17	en_US
dc.identifier.citation	Teaching in Higher Education, 2016, 21 (6), pp. 613 - 627	en_US
dc.identifier.issn	1356-2517	en_US
dc.identifier.uri	http://hdl.handle.net/10453/44123
dc.description.abstract	© 2016 Informa UK Limited, trading as Taylor & Francis Group. 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.	en_US
dc.relation.ispartof	Teaching in Higher Education	en_US
dc.relation.isbasedon	10.1080/13562517.2016.1183620	en_US
dc.subject.classification	Education	en_US
dc.title	Theorising simulation in higher education: difficulty for learners as an emergent phenomenon	en_US
dc.type	Journal Article
utslib.citation.volume	6	en_US
utslib.citation.volume	21	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	21	en_US

Abstract:

© 2016 Informa UK Limited, trading as Taylor & Francis Group. 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.

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http://hdl.handle.net/10453/44123