HIGHLIGHTS
SUMMARY
Given the growing number of online teacher education programmes globally (Dyment and amp; Downing, 2020) and the impact of Covid-19 on the practicum (Bondie et_al, 2021; Walters et_al, 2021), more research on online students` perspectives of SBL is warranted. Previous studies call for future research to explore how online or distance students might benefit from SBL (Hudson et_al, 2018; Spencer et_al, 2019). It ranges from research on highly immersive virtual reality simulations (Huang et_al, 2010; Lugrin et_al, 2016) to simulations that do not make use of technology but involve roleplays with actors (Levin . . .
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