Lesson 3: Teaching Framework – The Holistic Model

Didactically, it can be based on Hilde Hiim and Else Hippe’s expanded concept of knowledge, where learning can be viewed from a process perspective. In this perspective, learning develops in a tension between practical challenges, reflection on implementation, and the expansion of understanding (Hiim & Hippe, 2005). In a virtual reality context, special attention must be paid to the elements, learning prerequisites, framework factors and the learning process, when applying this didactic framework.

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Learning prerequisites

In a virtual reality context, it is about strengthening students’ belief in their abilities to master digital technology (virtual reality glasses and controllers), as a prerequisite for students to feel comfortable with learning. A safe learning environment is also a prerequisite for students to be motivated to use virtual reality as a meaningful preparation for the practice they are about to enter. In general, demands should be perceived as meaningful and manageable (Hiim & Hippe, 2003). It is also important for educators to be aware of creating a clear framework for using VR, based on students’ competencies. A clear framework should be created in the briefing (Simulationsstandarder, n.d.) for students to experience technology as a safe learning space. Being able to immerse yourself in the scenario, knowing that you are being observed in the learning space, requires confidence.

For the educator, however, there are also some learning prerequisites to consider, as it is important to have the competencies for the entire technical setup and to have the belief that it can be done. In addition, there is also the motivation to use VR as a learning technology and the experience that it can create meaning and consistency in practice.

Framework factors

Each educational institution must have the relevant virtual reality equipment and the necessary licenses. In addition, a physical and time frame is required to allow the simulation to be carried out without interruption and safely. Students must be introduced to the use of VR goggles and controllers before the equipment is handed to them. Along the way, when students complete the virtual reality scenario, the role of the educator is to facilitate the process, for example, the clarification of doubts or technical challenges. Pedagogically, the educator should support students in scenario testing, based on learning objectives and prerequisites.

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The trainer should be trained in the use of VR equipment and the concept of simulation, including standards (Simulationsstandarder, n.d.) to optimize awareness of the VR scenario as an assessment-free space, focusing on student learning according to the Simulation Standards.

Finally, a debriefing is carried out based on the student’s learning objectives. The debriefing is carried out in accordance with the Simulationsstandarder (n.d.).

The learning process

There are a few factors that influence the learning process. Conditions such as a safe learning environment with a good social climate and a clear framework for the use of VR in teaching are important factors that are crucial for students to learn and experience the learning process as meaningful (Hiim & Hippe, 2003). Students’ prerequisites have a direct impact on their learning process, and therefore it is necessary for educators to take this into account in their didactic considerations when organizing teaching.

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The use of VR offers the possibility of taxonomic differentiation, as it allows individual students to go through VR scenarios of varying complexity.

The use of virtual reality scenarios, as a complement to a traditional teaching context, can contribute to holistic teaching, which according to Hiim and Hippe provides a context that increases student learning (Hiim and Hippe, 2003). By including VR technology in teaching, students’ actions and competencies will increase in relation to their future professional practice. In a study, conducted at SOSU Ostjylland, on the use of VR versus traditional casework on the topic of chronic obstructive pulmonary disease (COPD), it showed that the VR group, compared to a control group, had a significantly higher level of confidence in helping someone with COPD after training (Jensen et al., n.d.). In addition to increased confidence, VR training also developed students’ sensitivity to achieve a more nuanced perception of citizens and gave them a better overall understanding of the citizen’s situation (Thamdrup, 2020).