The Changing Mind: a Transformative Journey Towards Immersive Learning

Abstract

Higher education is entering a new era of designing learning for students. Blended learning is gaining prominence as sophisticated technologies provide access for increasing numbers of students to gain work-ready skills and knowledge. More than a decade ago, Bonk and Kim (2005) conducted a survey to identify future directions of learning. Twelve pedagogical techniques were rated; with simulation and role play placed fifth in priority. Respondents were asked to identify what percentage of student learning was being delivered using blended strategies. Interestingly, slightly over 70% indicated that less than 20% of their students were engaged in any of the blended learning techniques including simulations. 10% of die higher education respondents rated the impact of simulations and games fifth, while 21% of the workplace trainers placed them second in priority. A decade later it is questionable whether higher education is much changed, despite the predictions. Simulations have been used in higher education for over fifty years, yet lecturing and teacher-directed activities, as indicated in Bonk and Kim's survey, remain dominant in higher education.