Promoting socio-emotional learning competencies in teacher education through online clinical simulations

2022/10/10 by Ronen Kasperski, Merav E. Hemi
Psychology · Social Sciences · #Bullying, Victimization, and Aggression #Communication in Education and Healthcare #Education and Critical Thinking Development

paper · doi:10.1080/02619768.2022.2134006

openalex publication_date 2022/10/10 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30

Abstract

Increasing research indicates the effectiveness of simulation-based learning as a means of socio-emotional learning (SEL). Traditionally, simulations are conducted face-to-face (FTF) with a live actor in the role of the ‘other’. The outbreak of COVID-19 led to the shifting of simulations to online settings. To explore the differences between FTF and online conditions, questionnaires were administered to 49 FTF participants, 87 online participants, and 50 control participants; 11 participants who experienced both experimental conditions were interviewed. Results revealed that online simulations contributed to similar SEL growth as FTF. Interviews highlighted differences in the subjective experience of FTF and online participants.

Citations

• The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
• Simulation-Based Learning in Higher Education: A Meta-Analysis
• It Takes More Than a Good Camera: Which Factors Contribute to Differences Between Face-to-Face Interviews and Videoconference Interviews Regarding Performance Ratings and Interviewee Perceptions?
• Simulation-based learning in the context of peer learning from the perspective of preservice teachers: a case study

Related

• Virtual Simulations to Train Social Workers for Competency-Based Learning: A Scoping Review
• The Potential of Simulated Environments in Teacher Education
• MITHOS: Interactive Mixed Reality Training to Support Professional Socio-Emotional Interactions at Schools
• Simulation-based learning in the context of peer learning from the perspective of preservice teachers: a case study
• Simulation-Based Learning in Higher Education: A Meta-Analysis