The emperor’s newest clothes? Simulated learning and its benefits and challenges for practitioner pedagogy in higher education (HE)

The global pandemic has heightened interest in technology enabled learning (TEL) and it is interesting to consider this form of pedagogy in view of this new lens. TEL can be defined as applying technology to learning and teaching. This think piece reflects on the findings of research into simulated learning in HE by applying the work of Goffman in considering the benefits and challenges for practitioners and students in respect of pedagogy. The new way of learning which became evident during the pandemic with the application of extensive TEL is considered with simulated learning in HE. Goffman’s work is helpful as he draws attention to the analogy of the theatrical stage with its regions beyond the formal play. In exploring this area with simulated learning, we argue that simulated learning is like any form of pedagogy as it is characterised by benefits and challenges for practitioners and students. Prior to the pandemic, TEL was at times wrongly considered as a form of learning which is new or newest and characterised by best practice. We argue, however, that simulated learning in pedagogy is like any form of pedagogy in being characterised by strengths and weaknesses.