 Theory to Practice in SimulationTimothy C. Clapper Simulation & Gaming, 2015, vol. 46, issue 2, 131-136 Abstract: Simulation is but one learning strategy among many. Likewise, many theories guide simulation-based instruction as a learning tool and the wise facilitator is familiar with the theories that support best practices. This symposium issue of Simulation & Gaming explores a few of those theories of learning and concepts that can help us enhance the experience of our learners. Several themes emerged from the articles in this symposium, many of which are interconnected, including the awareness that people, tools, and roles serve to influence, guide, and assist us in the learning environment. In addition, the role of the facilitator is reflective in nature – reflective of the needs of their learners and their own actions that they use to facilitate learning. Keywords: cooperative learning; cues; debriefing; debriefing techniques; emerging perception; emotions; facilitator; facilitator of learning; facilitator training; fidelity; healthcare simulation; instructional best-practices; interdependence of participants; interdisciplinary professions; learning community; learning theories; name your practice; psychologically safe; reflective practice; roles; simulation; simulation as a learning tool; simulation-based instruction; simulation community; theory to practice in simulation; trained facilitator (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:46:y:2015:i:2:p:131-136 Access Statistics for this article More articles in Simulation & Gaming |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.