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Simulate more

How can practical, laboratory, clinical and experience-based elements be carried out on-site and remotely?

Give students the opportunity to experience the content

Try this

Replace a theory session with a simulated professional situation. Let the students practice handling a realistic scenario before analysing it together. Focus on creating a safe environment where it is allowed to try, make mistakes and reflect on one's choices. It is often in the subsequent discussion that the deepest learning takes place.

Experiences from HEaD

Immersive simulation can make learning more concrete by allowing students to experience, reflect and analyse situations and environments that are otherwise difficult to experience in teaching. This is shown by the two projects Immersive Simulation – A Resource for Subject Didactics and Immersive Simulation: Journeys in Time and Space

Contact: Kari Pihl, Magnus Israelsson, Sabine Gruber, Helena Bäck, Anniken Jensen, Gunilla Egonsdotter, Charlotta Palmstierna Einarsson, Per Hemmingsson

  • Use simulation to practice perspective-taking. Students can experience situations from different people's perspectives and develop their understanding of other people's experiences. 
  • Let students experience the content, not just read about it. Immersive environments can make historical, social or cultural contexts more concrete and understandable. 
  • Combine experience with reflection and examination. Simulations become especially valuable when they are followed by analysis, discussion and activities where students connect their experiences to theory, professional judgement and the learning outcomes of the course.
  • Use simulation to bring texts and environments to life. In literature studies, students can explore eras, places and situations described in texts. 
  • Explore experiential learning in your subject. The projects show that immersive simulation can be used in many different educations, from social work education to literary studies.

Carry out practical elements/laboratory work remotely

Try this

Flip the practical element: Record a short demonstration. Ask the students to analyze what is happening. Let them come prepared with questions. Then the joint time can focus on training, discussion and feedback.

If you use a film or demonstration, you can also pause at crucial elements and let the students predict the result. Discuss alternative solutions. Then continue the laboratory work and compare the students' reasoning with the outcome.

Experiences from HEaD

Clarity, structure and communication are even more important when students study remotely. This is the conclusion of the project Teaching methods and learning activities for practical elements at a distance . The project shows that practical elements can also be carried out outside campus if the teaching is designed with a clear structure, digital support resources and well-thought-out learning activities. The experiences are particularly about how laboratory sessions, tests, skills training and leadership exercises can be adapted to a flexible educational environment.

Contact: Malin M Jonsson Kårström, Jonas Falgin

Remote laboratory sessions work best when students are allowed to be active by analyzing, discussing and solving problems, not just observing an experiment. The project Pedagogical Development for Laboratory Elements at a Distance (PULAB) shows that laboratory elements can be carried out successfully even remotely when the focus is on the learning outcomes rather than on the physical lab environment. Through a combination of documented laboratory sessions, films, digital seminars, group discussions and interactive workshops, the students were able to develop both practical understanding and analytical skills. Experience shows that well-planned hybrid and distance laboratory sessions can create active learning, provide increased flexibility and at the same time enable the reuse of teaching materials.

Contact: David Sundström, Judith Waller, Lars-Erik Rännar

  • Start with the intended learning outcomes when deciding which elements need to be carried out on campus and which can be carried out remotely.
  • Prepare students with films, photos, demonstrations and other digital resources that introduce environments, equipment and working methods before they carry out practical elements.
  • Create clear instructions, step-by-step guides, and a well-thought-out course structure in the LMS so that students can easily orient themselves and work independently.
  • Ensure that there are clear communication channels between teachers and students for questions, guidance and support during the work.
  • Document laboratory work and practical elements with, for example, films, pictures and work descriptions to create equal conditions for all students.
  • Use digital tools that support collaboration, interaction, and collaborative problem-solving, such as video meetings, digital workspaces, and shared documents.
  • Plan hybrid elements carefully. A clear division of responsibilities, well-thought-out logistics and good synchronisation between campus and distance students are crucial for a successful implementation.
  • Create learning activities where students are active through discussions, collaboration, reflection and task-based work. 
  • Feel free to link practical elements to examinations or other compulsory activities to encourage participation and commitment.
  • Use authentic assignments and real-life examples to increase motivation and help students connect theory to practice.
  • See technical problems as possible learning opportunities when relevant. Troubleshooting and analysis can help develop students' problem-solving skills.
  • Prioritise stable technical solutions and give students an introduction to the digital tools used.
  • Invest time in developing reusable digital material. Well-thought-out supporting documents, videos and tutorials can reduce the workload at future course sessions.
  • Assume that distance students can be just as active and engaged as campus students when they are given clear conditions, relevant support and meaningful tasks.

Train decision-making with realistic scenarios

Try this

Present a case or situation with the help of the people who are taking action, and after a few minutes stop the activity and ask: What would you do now? What information is missing? What risks do you see? Let the students make decisions before they know what to do next.

Experiences from HEaD

Simulation can give students the opportunity to practice clinical skills even when teaching is done remotely. The project Simulation Technology in Nursing showed how livestreamed and digital simulation environments can be used to practice patient encounters, clinical decision-making and documentation in a safe learning environment. Students could interact with the simulation manikin remotely when a teacher was present.

Contact: Jan-Örjan Holmbom, Hanna Dahlström, Sara Gavelin, Susan Reijer, Erika Gillström

  • Use simulation to practice practical situations remotely. Livestreamed scenarios can give students the opportunity to practice without being on site. 
  • Let students actively influence the scenario. By stopping and involving students in decisions, learning is strengthened.
  • Start from realistic cases. Authentic patient cases help students develop holistic views and professional reasoning.
  • Integrate documentation into the learning activities. Training in record keeping can be carried out in parallel with the simulation.
  • Combine simulation with reflection and feedback. Discussions after completed scenarios deepen understanding and strengthen learning.

Allowing students to explore multiple possible outcomes

Try this

Choose an experiment, a case, or a problem. Have students change a parameter, a decision, or a premise. Then ask them to compare the results. The exercise helps students understand relationships rather than just following instructions.

Experiences from HEaD

Digital labs can complement practical laboratory work by giving students more opportunities to explore, repeat, and understand experimental processes. You can allow students to explore more scenarios and variations than their time in the lab allows. With the help of recordings, students can study instruments, methods, and results in peace and quiet.

Laboratory sessions in chemistry rooms are often very rewarding learning elements, but also expensive to carry out in quantity. To supplement labirations with several types of scenarios, the project Digitalization of laboratory sessions in chemistry has been supplemented with films and electives. By the student choosing a few parameters, the simulated labs can be shown on film.

Contact: Erika Wallin, Madelen Olofsson

  • Supplement laboratory work with digital simulations. Students can explore more scenarios and variations than their time in the lab allows.
  • Use videos to highlight critical moments. Recordings make it possible to study instruments, methods and results in peace and quiet.
  • Let students make choices and compare outcomes. Interactive labs can strengthen the understanding of how different parameters affect the results.
  • Use digital laboratory sessions as preparation or repetition. Students can familiarise themselves with methods before the laboratory session and repeat afterwards. 
  • Combine practical and digital learning. Digital resources are not a substitute for laboratory work, but a way to reinforce and broaden learning.

The page was updated 10/29/2026

Content owner:

Avdelningen för forsknings‑ och utbildningsstöd (FUS)