Cooperative-Based Learning and the Zone of Proximal Development

Abstract

Purpose. The purpose of this article is to introduce cooperative-based learning and Vygotsky’s zone of proximal development (ZPD) to the simulation literature as two important mutually supportive learning theories that may enhance the effectiveness of simulation-based instruction. Design/Methodology/Approach. A brief literature review of cooperative-based learning and Vygotsky’s zone of proximal development (ZPD) is presented, along with a description of how these two important learning theories may be applied to improve simulation-based instruction. Findings. When learning new material or skills, learners sometimes need to be assisted with moving through the disequilibrium process that can occur when the new information contrasts with their existing frames of reference or ways of knowing. Cooperative-based learning and the zone of proximal development (ZPD) can be used to assist the learner with working through the disequilibrium process, including accommodating and assimilating the new skills and information into their own practice. Limitations/Implications. Gaps in the simulation literature, including ways to implement both theories into practice, can lead to incomplete or ineffective simulation-based instruction practices. Originality/Value. Many organizations have implemented simulation into their patient safety program, but have not considered how the zone of proximal development (ZPD) and cooperative-based learning can be used to improve educational outcomes.