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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||Handle Link:||https://hdl.handle.net/1959.11/12219||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
|Field of Research (FOR):||130202 Curriculum and Pedagogy Theory and Development||HERDC Category Description:||B1 Chapter in a Scholarly Book||Other Links:||http://trove.nla.gov.au/work/174037251||Statistics to Oct 2018:||Visitors: 246
|Appears in Collections:||Book Chapter|
UNE Business School
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