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A systematic review of educator interventions in facilitating simulation based learning

A systematic review of educator interventions in facilitating simulation based learning The purpose of this paper is to review published research to discern the trends in instructional practices and interventions that educators employ to augment simulation based learning in business education.Design/methodology/approachQualitative research was conducted using a systematic review of scholarly articles that satisfied inclusion criteria, such as the study reported on a business simulation, discussed educator interventions and instructional practices, was focused on higher education or training, discusses a computer-based simulation and was published between 2007 and 2017.FindingsOverarching themes evident within the data included: didactic interventions, preparation activities, prompting student reflection, coaching and mentoring, providing feedback, structuring teams, assessments, encouraging collaborative learning and fostering student engagement.Originality/valueAlthough there are many systematic reviews of simulation-based learning literature, specifically within the fields of medicine and nursing, most focus on summarising the evidence that simulations are an effective tool to enable learning. To the best of knowledge, there has not been a systematic analysis of the instructional approaches or educational interventions that educators’ choose to include in the structured design of simulation-based courses in business education. This study begins to address the issue of how educators and technology synergistically aim to deliver valuable student learning opportunities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

A systematic review of educator interventions in facilitating simulation based learning

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2050-7003
DOI
10.1108/jarhe-02-2018-0019
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to review published research to discern the trends in instructional practices and interventions that educators employ to augment simulation based learning in business education.Design/methodology/approachQualitative research was conducted using a systematic review of scholarly articles that satisfied inclusion criteria, such as the study reported on a business simulation, discussed educator interventions and instructional practices, was focused on higher education or training, discusses a computer-based simulation and was published between 2007 and 2017.FindingsOverarching themes evident within the data included: didactic interventions, preparation activities, prompting student reflection, coaching and mentoring, providing feedback, structuring teams, assessments, encouraging collaborative learning and fostering student engagement.Originality/valueAlthough there are many systematic reviews of simulation-based learning literature, specifically within the fields of medicine and nursing, most focus on summarising the evidence that simulations are an effective tool to enable learning. To the best of knowledge, there has not been a systematic analysis of the instructional approaches or educational interventions that educators’ choose to include in the structured design of simulation-based courses in business education. This study begins to address the issue of how educators and technology synergistically aim to deliver valuable student learning opportunities.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Dec 13, 2021

Keywords: Business education; Business simulation; Instructional practices; Simulation-based learning; Teaching approach; Teaching interventions

References