Experiential learning and simulation-based training in Norwegian police education: examining body-worn video as a tool to encourage reflection

摘要

This research article aims to add to current knowledge on reflection, body-worn video, and police education. It examines the potential effects of an intervention which employed subcams (a type of body-worn video) and replay interviews of video footage to enhance experiential learning during an operative training course for Norwegian police students in their final year of study. Our investigation examines evaluation surveys for differences between an intervention and comparison group on reflection and experiential learning outcomes. Findings indicate that students in the intervention group self-reported more general learning outcomes from the course concerning decision-making and communication and that they could identify their own mistakes to a greater degree. They also reported more learning outcomes as measured by the number of statements written about what they learned and would change to improve their performance on three different simulations. Moreover, the content of these statements reflected the intervention as they involved communication and decision-making to a greater degree than students in the comparison group. Implications for the further use of body-worn video to encourage reflection and enhance experiential learning in professional police training and development are discussed.