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Articles

Vol. 1 No. 1 (2020): Debating the status of 'theory' in technology enhanced learning research

Educational theory in technology enhanced learning revisited: A model for simulation-based learning in higher education

DOI:
https://doi.org/10.82168/bxw95e47
Submitted
27 July 2026
Published
13-06-2020

Abstract

This study proposes a model that explicates how technological innovation reshapes educational theory rather than focusing on its novelty as a means to engage the learner in the process. The focus of interest is the learning process that essentially involves applying and refining professional knowledge and skills in problem context. As such, the shift goes beyond the deterministic view that emphasises on technological innovations which often arises at the expense of the theoretical underpinnings that guide their use in the learning process.

Within the broad range of available TEL innovations, this paper focuses on simulations because they offer unique approaches to learning due to their ability to allow training based on trial and error, repetition of planned activities and reflection upon action. The aims of the study are: a)to provide an innovative educational design model for teaching in higher education, drawing from a learning intervention on medical and health care professionals and b)to illuminate TEL activities organised as part of and in the context of simulations for effective learning.

Understandings gained from the study provide a roadmap on the design of TEL that includes the integration of simulation-based learning activities in knowledge and skills-based education. Theory entailed in our proposed model serves as a vehicle for reflection and critical thinking for the development of meaningful and practice oriented TEL activities in higher education settings.

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