Abstract
The use of immersive simulation as a pedagogical tool has great potential for making a significant impact on student learning in higher education. In this study, the effect of immersive simulation was evaluated for a cohort of undergraduate special education majors. The investigation aimed to determine whether facilitating an immersive co-planning simulation would have an impact on targeted collaboration skills, and also whether vicarious observational learning would occur for students who observed the simulation. Pre-service teachers in special education were evaluated by their peers on their ability to demonstrate knowledge of (1) co-teaching and co-planning, (2) professional communication, and (3) supports for students with disabilities. The results indicate that they did a better job of facilitating a co-planning session after having first practiced doing so via immersive simulation during a previous class session. It was also discovered that vicarious observational learning during immersive simulation positively impacted performance.
Highlights
In light of emerging use of practice-based teacher education (National Council for Accreditation of Teacher Education, 2010; Council for the Accreditation of Educator Preparation, 2013), personnel preparation programs are vigorously searching for innovative and meaningful learning experiences to narrow the research to practice gap (Brownell, Ross, Colón, & McCallum, 2005; Dieker, Hynes, Hughes, & Smith, 2008)
These findings may indicate that students who are exposed to immersive simulation, whether they are participating in the simulation or just observing others, may be more prepared to navigate real-world situations during their first years of teaching
This study aimed to explore this possibility further by examining the effect of immersive simulation on targeted skills among pre-service teachers, and determining whether vicarious observational learning would play into that equation
Summary
In light of emerging use of practice-based teacher education (National Council for Accreditation of Teacher Education, 2010; Council for the Accreditation of Educator Preparation, 2013), personnel preparation programs are vigorously searching for innovative and meaningful learning experiences to narrow the research to practice gap (Brownell, Ross, Colón, & McCallum, 2005; Dieker, Hynes, Hughes, & Smith, 2008). EFFECTS OF IMMERSIVE SIMULATION ON COLLABORATION SKILLS perceive themselves as interacting in real-life situations, giving them the opportunity to practice and reflect upon the use of novel skills in a risk-free environment In both general and special education teacher preparation programs, the use of immersive simulations has been shown to be an effective way to provide students with innovative and direct learning experiences that improve targeted teaching skills (Dawson, & Lignugaris/Kraft, 2016; Chini, Straub, & Thomas, 2016; Vince-Garland, Vasquez, & Pearl, 2012). Research has demonstrated that when combined with direct experiences, vicarious observational learning is a powerful pedagogical tool (Hoover, Giambatista, & Belkin, 2012) These findings may indicate that students who are exposed to immersive simulation, whether they are participating in the simulation or just observing others, may be more prepared to navigate real-world situations during their first years of teaching. This study aimed to explore this possibility further by examining the effect of immersive simulation on targeted skills among pre-service teachers, and determining whether vicarious observational learning would play into that equation
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