Simulated Work-Based Learning: Instructional Approaches and Noteworthy Practices
Author: Moyer, Rebecca
Date: 2017-08-00
Type: Reports - Research
Subjects: Vocational Education,Experiential Learning,Simulation,Training Methods,Models,Educational Practices,Program Development,Motivation,Media Selection,School Business Relationship,Partnerships in Education,Faculty Development,Financial Support,Educational Benefits,Community Benefits,Research Needs,Stakeholders,Budgeting,Structured Interviews

Work-based learning (WBL) has long been used in career and technical education (CTE) to allow students to practice the knowledge and skills they acquire in the classroom within a &quot;real-world&quot; business or industry setting. High-quality work placements reinforce schoolbased instruction by providing students with a context for applying academic theory with technical skills, and an authentic backdrop for learning the career-readiness (also described as employability) skills valued by employers. Simulated WBL aims to replicate workplace experiences by allowing students to immerse themselves in a realistic worksite activity without leaving campus (Lateef 2010). Simulations may be adopted for various reasons, including but not limited to the difficulty educators face in placing students with employers; logistical issues, such as the geographical isolation of rural providers or scheduling challenges that limit students' ability to travel; safety or insurance issues that restrict students' access or engagement; and labor laws, which may prohibit underage students from working. Relatively little is known about the contribution simulated WBL can make to student learning, its most effective forms or fields of application, or its advantages relative to other forms of instruction. This paper explores the potential benefits that simulated WBL may offer CTE students. It is based on evidence gathered from a review of online resources and telephone interviews with state and local program staff in nine project sites located in five states--Alabama, Kansas, Montana, North Carolina, and West Virginia--using simulation as an instructional tool. Project work focused on classifying the forms that simulated WBL can take, the prevalence of program offerings at the secondary and postsecondary education levels, the perceived benefits of quality programs, and the obstacles to their formation. Although educators are using a range of approaches to simulate work, the CTE programs in the nine sites that were examined fell into three models: (1) those using &quot;simulation tools&quot; to teach occupationally specific skills; (2) &quot;simulated workplaces&quot;, intended to replicate jobsite conditions; and (3) &quot;school-based enterprises&quot;, operated as student-run businesses that produce and sell products or services. Each model offers opportunities for CTE students to practice and grow career skills, none of which are exclusive to a given approach. While most of the site interviewees praised the use of simulated WBL for CTE programs and offered anecdotal evidence to support their views, rigorous evaluations have yet to be conducted. For this reason, further research is needed to support the introduction, growth, and refinement of this noteworthy instructional practice.