Tuulikki Keskitalo

Teachers’ conceptions and their approaches to teaching in virtual reality and simulation‐based learning environments

This research article focuses on virtual reality (VR) and simulation‐based training, with a special focus on the pedagogical use of the Virtual Centre of Wellness Campus known as ENVI (Rovaniemi, Finland). In order to clearly understand how teachers perceive teaching and learning in such environments, this research examines the concepts of teaching and learning, pedagogical models and methods as well as the educational tools used by ENVI teachers (n = 8). Data were collected through thematic interviews and analysed using the content analysis method. This interview study indicates that teachers saw ENVI’s use in education as indisputably beneficial, because it has brought authenticity to teaching and provided students with experiential learning opportunities. ENVI has also made possible the integration of theoretical and practical knowledge. Teachers had widely accepted their role as facilitators of student learning but held widely varied conceptions of learning. Teachers’ underlying conceptions become evident in their student‐centred approach to teaching and in their utilisation of problem‐based learning. However, their use of pedagogical models was not consistent or well defined which has been the case in previous research. Although teachers still need education and support to use a variety of pedagogical models, the results of this study suggest that teachers are moving in the direction of adopting student‐centred approaches. So far, this research has offered a starting point for developing a pedagogical model for VR and simulation‐based learning environments. As well, it offers useful insights regarding teaching, especially for healthcare teachers, teacher educators, instructor trainers, designers and researchers.

Towards meaningful simulation-based learning with medical students and junior physicians.

Background: This research provides an educational perspective on simulation-based medical education by implementing both the characteristics of meaningful learning and the concepts of facilitating, training, and learning processes. Aims: This study aims to evaluate, from the perspectives of both facilitators and students, the meaningfulness of five different simulation-based courses. Methods: The courses were implemented in the spring of 2010. The data were collected from facilitators (n = 9) and students (n = 25) using group interviews (one individual interview), observations, video recordings, and pre- and post-questionnaires. The research analyzes qualitative data using the qualitative content analysis method to answer the following research question: From facilitators’ and students’ perspectives, how does the facilitating and training in simulation-based learning environments (SBLEs) foster the meaningful learning of students? Results: It seems that simulation-based learning is, at its foundation, meaningful since it inherently supports the many characteristics of meaningful learning. However, characteristics also exist that simulation-based learning does not inherently support. In this study, the goal-oriented, self-directed, and individual training characteristics were only somewhat supported during the facilitation and training in SBLEs. Conclusions: In running these courses in the future, facilitators should concentrate on those characteristics that were only somewhat supported.

Designing a Pedagogical Model for Virtual Reality and Simulation-Based Learning Environments of Healthcare

This research is designed to address the pedagogical use of virtual reality (VR) and simulation-based learning environments of healthcare. Pedagogical issues are significant issues to consider, because simulation itself is not sufficient to ensure effective learning (Kneebone, 2003). According to Rall and Dieckmann (2005) “simulation, in short, means to do something in the ‘as if’, to resemble ‘reality’ (always not perfectly, because then it would be reality again), e.g. to train or learn something without the risks or costs of doing it in reality” whereas “simulators are tools used to resemble parts of reality, mostly to allow simulations” (p. 2). Today, VRs have created more opportunities for experiential learning. While VR is defined in various ways, however, in this article VR is used to refer to the combination of techniques that are used to create and maintain real or imaginary environments (Cobb & Fraser, 2005; Riva, 2003).