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How does the facilitating, training and learning model support characteristics of meaningful learning in a simulation-based learning environment from facilitators` and students` perspectives?
PROCEEDINGS

, , University of Lapland, Faculty of Education, Centre for Media Pedagogy, Finland ; , Arcada University of Applied Sciences, Arcada Patient Safety and Learning Center, Finland

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study aims to develop and test a pedagogical model for a simulation-based learning environment in healthcare education on the basis of a design-based research (DBR) method. The model is based on the ideas of facilitating, training and learning (FTL), the characteristics of meaningful learning and previous pedagogical models. In this study, the characteristics of meaningful learning are used to describe the training. The research question is as follows: From the facilitators’ and students’ perspectives, what were the most important training characteristics that were realized during the simulation-based learning? During the study, the interviews, video recordings and student learning diaries of 14 paramedic students and 4 facilitators were analyzed using the content analysis method. The results indicate that the use of simulations supported the training characteristics of meaningful learning considerably, although the emotional, critical, goal-oriented and individual characteristics were not fully realized. Based on these results, a redesigned pedagogical model was outlined.

Citation

Keskitalo, T., Ruokamo, H. & Väisänen, O. (2010). How does the facilitating, training and learning model support characteristics of meaningful learning in a simulation-based learning environment from facilitators` and students` perspectives?. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1736-1746). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

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