SimTeacher: Simulation-based learning in teacher education

Abstract

The use of educational simulations may help bridge the divide between contemporary learning theories and traditional practices of instruction. The research literature suggests that successful simulation-based learning largely depends on the instructional design principles behind the simulations. How instructors effectively use well-designed simulations with students, however, is less clear. An original simulation for teacher education (SimTeacher) was created based on contemporary learning theories. Three instructors at a major southwestern university used the simulation in their teacher education courses within a span of four semesters. Qualitative data was collected through interviews and observation. Instructors decided on their extent of involvement based on their teaching style, objectives, technology skills, and available time. The study provides a detailed look at the issues, concerns, failures, and triumphs of instructors using SimTeacher in their courses. In addition, a unique perspective was provided from student feedback after simulation use. The study results suggest that adding an advanced technological tool like an educational simulation will have little effect on learning unless it is integrated well into the curriculum. Specifically, instructors who facilitated "social practice" by (a) using structurally rich storylines and by (b) blending simulation use with classroom discussions reported the most success with simulation-based learning in teacher education.