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首页> 外文期刊>Liverpool Law Review >Willing Suspension of Disbelief: A Study in Online Learning Through Simulation, and Its Potential for Deeper Learning in Higher Education
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Willing Suspension of Disbelief: A Study in Online Learning Through Simulation, and Its Potential for Deeper Learning in Higher Education

机译：乐于怀疑的悬念：通过模拟进行的在线学习的研究及其在高等教育中深入学习的潜力

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摘要

This article describes the replacement of a “traditionally taught” law of probate course (lectures and workshops/tutorials) with an on-line collaborative learning exercise using simulation and role-play which is referred to hereafter as the Transactional Learning Project (TLP). The article considers the theory that the emotional engagement that comes about through role play in simulation leads to deeper learning, a process (Maharg in Simulation and the affective domain, Cambridge, 2010) has dubbed as the “integration of the cognitive and the affective”. The article includes statistical analysis of student feedback on the TLP in an attempt to measure how easy it is to carry students predisposed to expect information to be “given” rather than “acquired” along the journey leading away from traditional didactic teaching. The project was motivated partly by the dearth of such learning practices on the Legal Practice Course. It is suggested that the findings of the project add to the body of research (Keats and Boughey in High Educ 27:59–73, 1994) which tends to illustrate the success in terms of student learning from working in leaderless (i.e where the Tutor is absent from the collaborative group) groups engaged in practical tasks involving simulation.
机译：本文介绍了使用模拟和角色扮演的在线协作学习练习替代遗嘱认证课程（讲座和讲习班/教程）的“传统教学”法则，以下将其称为事务学习项目（TLP）。这篇文章认为，通过角色扮演在模拟中引起的情感参与会导致更深入的学习，这一过程（Maharg in Simulation and情感领域，剑桥，2010年）被称为“认知与情感的整合”。 。本文包括对学生对TLP的反馈的统计分析，以试图衡量在倾向于传统教学方法的过程中，携带倾向于接受信息而不是“获取”信息的学生的难易程度。该项目的部分动机是由于法律实践课程缺乏此类学习实践。建议该项目的发现增加研究的范围（Keats and Boughey in High Educ 27：59-73，1994），这往往可以说明学生在无领导者的学习中所取得的成功（例如，家教在哪里）参与涉及模拟的实际任务的协作小组没有成员。

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