Increasing the impact of a business simulation: The role of reflection

• The reflective phase of learning is crucial as this is where information is crystallized and assimilated.
• In IBMS educators gave students structured and informal opportunities to reflect for, in and on their actions (Cowan, 1998).
• Requiring continuous student reflection in a simulation based course has a positive impact on their learning.
• The article suggests educational initiatives that can be employed to encourage student reflection.
• The authors propose a model of integrative reflection, conceptualising reflection for, in and on as overlapping.

The article considers a simulation in the context of experiential learning theory (ELT). Kolb's (1984) cycle of experiential learning involves experiencing, reflecting, thinking and acting. The researchers contend that the impact of incorporating a simulation in a course can be unlocked by purposefully directing student reflection. Cowan (1998) postulates that students should go through a process of reflecting for, in and on action. Through the use of Participatory Action Research (PAR) the researchers developed and propose educational initiatives that can be employed to encourage student reflection and can be categorised according to Cowan's (1998) model. Additionally, the researchers propose a model of integrative reflection, where reflection is less sequential and reflection for, in and on action overlap. Whilst experience, thinking and acting are imperative, reflection is conceptualised as the phase where the potential of learning in a simulation based course can be enhanced.