sh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • sodertorns-hogskola-harvard.csl
  • sodertorns-hogskola-oxford.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The impact of a preparation phase on the development of practical knowledge in police education: A comparison of two conditions for preparing a practical scenario training
Umeå University, Sweden.
Umeå University, Sweden.
Umeå University, Sweden.
Umeå University, Sweden.
Show others and affiliations
2022 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 74, no 3, p. 355-372Article in journal (Refereed) Published
Abstract [en]

This article examines how a virtual case that prepares students for practical scenario training affects police students’ performance in a practical scenario training. This study included 69 Swedish police students at the Basic Training Programme for Police Officers–35 assigned to a virtual police case (VCASE) and 34 assigned to a conventional teacher-led (CON) lesson. A questionnaire captured how students experience training conditions and a blind assessment by police officers evaluated the students’ performance in the practical scenario training. The results show that both the VCASE and CON participants thought that the training they received before the practical training was meaningful and motivating. However, to a significantly higher degree than the CON students, the VCASE students thought that their preparation helped them during the practical training. The expert assessment of one practical scenario (stopping a suspected stolen car) showed that the VCASE participants performed better than the CON participants in three out of five criteria. In conclusion, the VCASE and the CON training had different effects on the students’ performance in the practical scenario: compared to the CON training, the VCASE training seemed to more effectively help the police students solve the situations presented in the practical scenario training.

Place, publisher, year, edition, pages
Routledge, 2022. Vol. 74, no 3, p. 355-372
Keywords [en]
computer-based training, higher education, pedagogy, scenario training, simulation-based training, virtual case, Vocational education and training
National Category
Pedagogy
Research subject
Studies in the Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-41575DOI: 10.1080/13636820.2020.1786441ISI: 000549455900001Scopus ID: 2-s2.0-85087519780OAI: oai:DiVA.org:sh-41575DiVA, id: diva2:1454081
Available from: 2020-07-14 Created: 2020-07-14 Last updated: 2023-01-04Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Widing, Mats

Search in DiVA

By author/editor
Widing, Mats
By organisation
School of Police Studies
In the same journal
Journal of Vocational Education and Training
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 50 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • sodertorns-hogskola-harvard.csl
  • sodertorns-hogskola-oxford.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf