Enhancing the Impact of Online Simulations through Blended Learning: a Critical Incident Approach
dc.contributor.author | Lean, Jonathan | |
dc.contributor.author | Moizer, Jonathan | |
dc.contributor.author | Newberry, R | |
dc.date.accessioned | 2015-09-06T11:58:37Z | |
dc.date.available | 2015-09-06T11:58:37Z | |
dc.date.issued | 2014 | |
dc.identifier.issn | 0040-0912 | |
dc.identifier.uri | http://hdl.handle.net/10026.1/3538 | |
dc.description | Version of record is available at the Emerald publishing platform: http://dx.doi.org/10.1108/ET-01-2013-0007 publicationstatus: published | |
dc.description.abstract |
Purpose – The purpose of this paper is to describe an approach for utilising a critical incident method within the context of an online business simulation game in order to provide an effective framework for reflective learning. Design/methodology/approach – The paper presents a review of pertinent literature to place the critical incident technique within the novel context of simulation gaming. Through presenting a case study of practice, it goes on to describe a blended learning approach that combines online simulation with post-simulation reflection based on the critical incident method. An action research approach is adopted as a framework for reflection on practice. Findings – From a conceptual perspective, there are a number of potential benefits to employing a critical incident approach combined with simulation gaming. The ability of educators to compress time frames and manage the introduction of critical incidents allows students to learn in a way that would not be possible in the real world. Furthermore, carefully designed post-simulation debriefing, structured around a critical incident framework, has the potential to enhance the learning impact of online simulation. Research limitations/implications – The research is limited in that a single case study context is described. Further evaluation research is required to fully assess the benefits of the approach adopted. Originality/value – The study explores the use of the critical incident approach within the novel context of online simulation gaming. It provides educators with a blended learning method that can be employed to enhance the impact of e-learning through structured reflection. | |
dc.format.extent | 208-218 | |
dc.language | English | |
dc.language.iso | English | |
dc.publisher | Emerald Insight | |
dc.subject | Reflection | |
dc.subject | Action research | |
dc.subject | Blended learning | |
dc.subject | Critical incident | |
dc.subject | Oral debriefing | |
dc.subject | Simulation game | |
dc.subject | Event | |
dc.subject | Business strategy game | |
dc.title | Enhancing the Impact of Online Simulations through Blended Learning: a Critical Incident Approach | |
dc.type | journal-article | |
dc.type | article | |
plymouth.issue | 2/3 | |
plymouth.volume | 56 | |
plymouth.publisher-url | http://www.emeraldinsight.com/doi/pdfplus/10.1108/ET-01-2013-0007 | |
plymouth.publication-status | Published | |
plymouth.journal | Education + Training | |
dc.identifier.doi | 10.1108/ET-01-2013-0007 | |
plymouth.organisational-group | /Plymouth | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business/Plymouth Business School | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA/UoA17 Business and Management Studies | |
plymouth.organisational-group | /Plymouth/Users by role | |
plymouth.organisational-group | /Plymouth/Users by role/Academics | |
dc.publisher.place | United Kingdom | |
dc.rights.embargoperiod | Not known | |
rioxxterms.versionofrecord | 10.1108/ET-01-2013-0007 | |
rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | |
rioxxterms.type | Journal Article/Review |