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Title: The Changing Mind: a Transformative Journey Towards Immersive Learning
Contributor(s): Stewart, Cherry  (author); Khan, Ashfaq A  (author)
Publication Date: 2012
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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.
Publication Type: Book Chapter
Source of Publication: Simulations, Games and Role Play in University Education, p. 85-102
Publisher: Libri Publishing
Place of Publication: Faringdon, United Kingdom
ISBN: 9781907471674
Fields of Research (FoR) 2008: 130202 Curriculum and Pedagogy Theory and Development
Fields of Research (FoR) 2020: 390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
HERDC Category Description: B1 Chapter in a Scholarly Book
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Editor: Editor(s): Claus Nygaard, Nigel Courtney and Elyssebeth Leigh
Appears in Collections:Book Chapter
UNE Business School

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