Evaluating the Validity of SimTeach Lessons as an Alternative to Face-to-Face Classroom Observations
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| Title: | Evaluating the Validity of SimTeach Lessons as an Alternative to Face-to-Face Classroom Observations |
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| Language: | English |
| Authors: | Sabrina Sy, Claire Bates, Elena Prieto-Rodriguez, Susan Ledger |
| Source: | Australasian Journal of Educational Technology. 2025 41(6):18-35. |
| Availability: | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | In Person Learning, Classroom Observation Techniques, Computer Simulation, Mathematics Instruction, Teacher Effectiveness, Teacher Evaluation, Technology Uses in Education, Graduate Students, Teacher Education Programs, Mathematics Teachers, Grade 8, Geometry, Evaluation Methods |
| ISSN: | 1449-3098 1449-5554 |
| Abstract: | Class observations are a widely used form of professional development. They are also used for measuring teaching quality of both in-service and pre-service teachers. While they have demonstrated benefits when utilised as a form of professional development, if used for evaluative purposes, they can be overwhelming for teachers, students and observers alike. This study aims to explore whether observing simulated lessons is a valid alternative to traditional physical classroom observations. To do so, we analysed 20 recorded mathematics lessons taught using SimTeach, a virtual simulation platform. The observations employed the quality teaching model as a framework for measuring teaching quality. The analysis provided us with a measure of participants' teaching quality and revealed no significant differences between the two forms of observation. Though simulated lessons have proven effective in assessing teaching quality, direct observation in a physical classroom remains essential for a comprehensive understanding of student learning. This is because student engagement in a simulated environment is not entirely authentic, as responses are provided by professional actors and class sizes limited to five. While these responses may resemble those of real students, they do not fully capture the genuine interactions, emotions and learning dynamics present in an actual classroom setting. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://ajet.org.au/index.php/AJET/article/view/10536 |
| Accession Number: | EJ1493266 |
| Database: | ERIC |
| Abstract: | Class observations are a widely used form of professional development. They are also used for measuring teaching quality of both in-service and pre-service teachers. While they have demonstrated benefits when utilised as a form of professional development, if used for evaluative purposes, they can be overwhelming for teachers, students and observers alike. This study aims to explore whether observing simulated lessons is a valid alternative to traditional physical classroom observations. To do so, we analysed 20 recorded mathematics lessons taught using SimTeach, a virtual simulation platform. The observations employed the quality teaching model as a framework for measuring teaching quality. The analysis provided us with a measure of participants' teaching quality and revealed no significant differences between the two forms of observation. Though simulated lessons have proven effective in assessing teaching quality, direct observation in a physical classroom remains essential for a comprehensive understanding of student learning. This is because student engagement in a simulated environment is not entirely authentic, as responses are provided by professional actors and class sizes limited to five. While these responses may resemble those of real students, they do not fully capture the genuine interactions, emotions and learning dynamics present in an actual classroom setting. |
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| ISSN: | 1449-3098 1449-5554 |
