Online preparation of professionals is increasing in higher education, which in educational leadership preparation programs raises the need for a means to provide authentic simulations of leadership experiences and help aspirants learn from them. This study presents a content analysis of 826 responses from 59 different school leadership students who, following each of the 14 simulations they experienced, wrote one response in an asynchronous format as a form of self-debriefing. The five themes identified map to the four phases of the experiential learning cycle (Kolb, 1984), suggesting that virtual opportunities to practice leadership in simulations may serve as grounding experiences after which developing professionals can reflect upon, integrate with new understandings, and try out alternate approaches. This study demonstrates the purpose of self-debriefing following online simulations of relevant professional experiences and how self-debriefing may propel students through the full experiential learning cycle, offering a valuable avenue for professional development in higher education.

中文翻译：

---

在完全在线的异步课程中通过模拟进行体验式学习：探索自我汇报的作用


高等教育中专业人士的在线准备正在增加，这在教育领导力准备计划中提出了对提供真实领导经验模拟并帮助有抱负的人从中学习的方法的需求。本研究对 826 名不同学校领导学生的 59 份回复进行了内容分析，这些学生在经历了 14 次模拟后，以异步格式写了一份回复，作为自我汇报的一种形式。确定的五个主题映射到体验式学习周期的四个阶段（Kolb，1984），这表明在模拟中实践领导力的虚拟机会可以作为基础经验，之后发展中的专业人士可以反思、整合新的理解并尝试替代方法。本研究证明了在相关专业经验的在线模拟之后进行自我汇报的目的，以及自我汇报如何推动学生完成完整的体验式学习周期，为高等教育的专业发展提供宝贵的途径。