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ERIC Number: EJ1229190
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
The Effects of Immersive Simulation on Targeted Collaboration Skills among Undergraduates in Special Education
Robbins, Sandra H.; Gilbert, Kristen; Chumney, Frances; Green, Katherine B.
Teaching & Learning Inquiry, v7 n2 p168-185 2019
The use of immersive simulation as a pedagogical tool has great potential for making a significant impact on student learning in higher education. In this study, the effect of immersive simulation was evaluated for a cohort of undergraduate special education majors. The investigation aimed to determine whether facilitating an immersive co-planning simulation would have an impact on targeted collaboration skills and whether vicarious observational learning would occur for students who observed the simulation. Pre-service teachers in special education were evaluated by their peers on their ability to demonstrate knowledge of (1) co-teaching and co-planning, (2) professional communication, and (3) supports for students with disabilities. The results indicate that they did a better job of facilitating a co-planning session after having first practiced doing so via immersive simulation during a previous class session. It was also discovered that vicarious observational learning during immersive simulation positively affected performance.
Descriptors: Undergraduate Students, Special Education, Majors (Students), Preservice Teacher Education, Preservice Teachers, Computer Simulation, Cooperation, Teacher Collaboration, Students with Disabilities, Cooperative Planning, Communication Skills
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A