Emergency Management Students' Perceptions of the Use of WebEOC[R] to Support Authentic Learning

Autor/in	Johnson, Thomas
Titel	Emergency Management Students' Perceptions of the Use of WebEOC[R] to Support Authentic Learning
Quelle	In: Educational Media International, 49 (2012) 3, S.171-182 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2012.738010
Schlagwörter	Educational Environment; Educational Technology; Student Attitudes; Emergency Programs; Computer Software; Productivity; Computer Simulation; Courseware; Participant Satisfaction; Classroom Techniques; Case Method (Teaching Technique); Vignettes; Context Effect; Learning Activities; Crisis Management; Safety Education; Technology Uses in Education; Use Studies; United States + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmedien; Schülerverhalten; Hilfsprogramm; Produktivität; Computergrafik; Computersimulation; Lernsoftware; Klassenführung; Case method; Fallmethode; Lernaktivität; Krisenmanagement; Sicherheitserziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; USA
Abstract	This study investigates the use of software technology that is used by emergency management professionals to create an authentic learning environment in emergency and disaster management courses in the classroom. Participants were 235 upper-level students enrolled in residential and online emergency and disaster management courses at a mid-sized public university in the southeastern USA. Students participated in simulated disaster exercises that were presented through the software; further, as part of the exercise, students used the software to respond to the simulated disaster. Students then completed a survey to assess their perceptions of whether the exercises and software created an authentic learning environment and enhanced learning. (Contains 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10