Simulation-Based Learning in Tertiary-Level Disaster Risk Management Education: A Class-Room Experiment

Research output: Contribution to journalJournal articlepeer-review

Standard

Simulation-Based Learning in Tertiary-Level Disaster Risk Management Education : A Class-Room Experiment. / Tasantab, Jerry Chati; Thyaparan, Gajendran; Toinpre, Owi; Raju, Emmanuel.

In: International Journal of Disaster Resilience in the Built Environment, Vol. 14, No. 1, 2023.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Tasantab, JC, Thyaparan, G, Toinpre, O & Raju, E 2023, 'Simulation-Based Learning in Tertiary-Level Disaster Risk Management Education: A Class-Room Experiment', International Journal of Disaster Resilience in the Built Environment, vol. 14, no. 1. https://doi.org/10.1108/IJDRBE-04-2021-0045

APA

Tasantab, J. C., Thyaparan, G., Toinpre, O., & Raju, E. (2023). Simulation-Based Learning in Tertiary-Level Disaster Risk Management Education: A Class-Room Experiment. International Journal of Disaster Resilience in the Built Environment, 14(1). https://doi.org/10.1108/IJDRBE-04-2021-0045

Vancouver

Tasantab JC, Thyaparan G, Toinpre O, Raju E. Simulation-Based Learning in Tertiary-Level Disaster Risk Management Education: A Class-Room Experiment. International Journal of Disaster Resilience in the Built Environment. 2023;14(1). https://doi.org/10.1108/IJDRBE-04-2021-0045

Author

Tasantab, Jerry Chati ; Thyaparan, Gajendran ; Toinpre, Owi ; Raju, Emmanuel. / Simulation-Based Learning in Tertiary-Level Disaster Risk Management Education : A Class-Room Experiment. In: International Journal of Disaster Resilience in the Built Environment. 2023 ; Vol. 14, No. 1.

Bibtex

@article{44cb10f2374d4849ad2456d437c040e1,
title = "Simulation-Based Learning in Tertiary-Level Disaster Risk Management Education: A Class-Room Experiment",
abstract = "PurposeConventional lecture-based educational approaches alone might not be able to portray the complexity of disaster risk management practice, and its real-life dynamics. One work integrated learning (WIL) practice that can give students practical work-related experiences is simulation-based learning. However, there is a limited discourse on simulation-based learning in disaster risk management education at the tertiary level. As tertiary education plays a crucial role in developing capabilities within the workforce, simulation-based learning can evoke or replicate substantial aspects of the real world in a fully interactive fashion.Design/methodology/approach We developed a framework to illustrate simulation-based learning in a disaster risk management program. It was then used as a guide to design and execute simulation-based learning sessions. An autoethnographic methodology was then applied to reflectively narrate our experiences and feelings during the design and execution of the simulations.FindingsThe evaluation of the simulation sessions showed that participants were able to apply their knowledge and demonstrate the skills required to make critical decisions in disaster risk reduction. Our conclusion from the simulation-based learning sessions is that making simulation-based learning a part of the pedagogy of disaster risk management education enables students to gain practicalexperience, deliberate ethical tensions and practical dilemmas, and develop ability to work with multiple perspectives.OriginalityOur simulated workplace experience allowed students to experience decision-making as disaster risk management professionals, allowing them to integrate theory with practice. ",
author = "Tasantab, {Jerry Chati} and Gajendran Thyaparan and Owi Toinpre and Emmanuel Raju",
year = "2023",
doi = "10.1108/IJDRBE-04-2021-0045",
language = "English",
volume = "14",
journal = "International Journal of Disaster Resilience in the Built Environment",
issn = "1759-5908",
publisher = "Emerald Group Publishing",
number = "1",

}

RIS

TY - JOUR

T1 - Simulation-Based Learning in Tertiary-Level Disaster Risk Management Education

T2 - A Class-Room Experiment

AU - Tasantab, Jerry Chati

AU - Thyaparan, Gajendran

AU - Toinpre, Owi

AU - Raju, Emmanuel

PY - 2023

Y1 - 2023

N2 - PurposeConventional lecture-based educational approaches alone might not be able to portray the complexity of disaster risk management practice, and its real-life dynamics. One work integrated learning (WIL) practice that can give students practical work-related experiences is simulation-based learning. However, there is a limited discourse on simulation-based learning in disaster risk management education at the tertiary level. As tertiary education plays a crucial role in developing capabilities within the workforce, simulation-based learning can evoke or replicate substantial aspects of the real world in a fully interactive fashion.Design/methodology/approach We developed a framework to illustrate simulation-based learning in a disaster risk management program. It was then used as a guide to design and execute simulation-based learning sessions. An autoethnographic methodology was then applied to reflectively narrate our experiences and feelings during the design and execution of the simulations.FindingsThe evaluation of the simulation sessions showed that participants were able to apply their knowledge and demonstrate the skills required to make critical decisions in disaster risk reduction. Our conclusion from the simulation-based learning sessions is that making simulation-based learning a part of the pedagogy of disaster risk management education enables students to gain practicalexperience, deliberate ethical tensions and practical dilemmas, and develop ability to work with multiple perspectives.OriginalityOur simulated workplace experience allowed students to experience decision-making as disaster risk management professionals, allowing them to integrate theory with practice.

AB - PurposeConventional lecture-based educational approaches alone might not be able to portray the complexity of disaster risk management practice, and its real-life dynamics. One work integrated learning (WIL) practice that can give students practical work-related experiences is simulation-based learning. However, there is a limited discourse on simulation-based learning in disaster risk management education at the tertiary level. As tertiary education plays a crucial role in developing capabilities within the workforce, simulation-based learning can evoke or replicate substantial aspects of the real world in a fully interactive fashion.Design/methodology/approach We developed a framework to illustrate simulation-based learning in a disaster risk management program. It was then used as a guide to design and execute simulation-based learning sessions. An autoethnographic methodology was then applied to reflectively narrate our experiences and feelings during the design and execution of the simulations.FindingsThe evaluation of the simulation sessions showed that participants were able to apply their knowledge and demonstrate the skills required to make critical decisions in disaster risk reduction. Our conclusion from the simulation-based learning sessions is that making simulation-based learning a part of the pedagogy of disaster risk management education enables students to gain practicalexperience, deliberate ethical tensions and practical dilemmas, and develop ability to work with multiple perspectives.OriginalityOur simulated workplace experience allowed students to experience decision-making as disaster risk management professionals, allowing them to integrate theory with practice.

U2 - 10.1108/IJDRBE-04-2021-0045

DO - 10.1108/IJDRBE-04-2021-0045

M3 - Journal article

VL - 14

JO - International Journal of Disaster Resilience in the Built Environment

JF - International Journal of Disaster Resilience in the Built Environment

SN - 1759-5908

IS - 1

ER -

ID: 275993174