What do online student teachers gain from classroom sims?
Online Norwegian student teachers saw TeachLivE simulations as a safe place to practice classroom management and receive professional feedback.
Source
The perceived affordances of simulation-based learning: online student teachers' perspectives
Study at a glance
- Design
- Qualitative / archival — Focus groups and reflection logs after online TeachLivE simulations
- N
- N=21 · 21 fourth-year Norwegian student teachers
- Population
- Online Norwegian initial teacher education students using TeachLivE via Zoom
- Outcome
- Perceived affordances of simulation-based practice for classroom management and feedback
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What do online student teachers gain from classroom sims?
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21 fourth-year student teachers
included 21 fourth-year students enrolled in a 5-year master’s degree programme for initial teacher education (grades 5–10) at a Norwegian university
Only 3 of 21 found it unrealistic
with only 3 out of the 21 students stating in their reflection logs that they did not experience the simulation as realistic
What they did
Twenty-one fourth-year initial teacher education students completed online TeachLivE simulations via Zoom, taking teacher or observer roles. Researchers analyzed peer-led focus groups and written reflection logs for perceived affordances of the simulation environment.
What they found
Students highlighted educational affordances for practicing classroom management and didactics in a low-stakes setting, plus social affordances around peer feedback and collaborative reflection. Most experienced the simulation as realistic; only a few did not. Debriefing helped them connect practice to program learning outcomes.
The limits
What it doesn't show
This is a small qualitative sample from one Norwegian program, not a controlled test of teaching skill gains. Perceived affordances are not the same as measured classroom performance later.
Key terms
- Simulation-based learning (SBL)
- Learning through practice in simulated professional scenarios before or alongside real placements.
- Perceived affordances
- What learners believe a tool or environment makes possible for action and learning.
- TeachLivE
- A mixed-reality classroom simulation platform with avatar pupils used in teacher education.
- Classroom management
- Skills for organizing learning, attention, and social climate in a class.
- Debriefing
- Structured reflection after a simulation where learners discuss what happened and why.
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Participant N was:
Common questions
Who participated?
21 fourth-year master’s student teachers in an online Norwegian teacher education program.
What did students practice?
Especially classroom management and subject didactics with avatar pupils, plus peer feedback skills.
Was the simulation seen as realistic?
Mostly yes; only 3 of 21 said in reflections that it did not feel realistic.
Why does this matter for online teacher education?
Online students often lack shared practical experiences; SBL can supply safe practice and joint reflection.
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