Using Simulations in Higher Education
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Using Simulations in Higher Education
- 1. Online Simulation in Higher Education Kumiko Borman WRIT 671 November 18, 2009
- 10. 1 - not likely at all What is the likelihood that you will stop using simulation? Scale Response n % Cumulative % 1 207 63.5 63.5 2 53 16.3 79.8 3 36 11.0 90.8 4 9 2.8 93.6 5 8 2.5 96.0 6 3 0.9 96.9 7 4 1.2 98.2 8 2 0.6 98.8 9 2 0.6 99.4 10 2 0.6 100.0
- 11. 1 - complete accomplishment How well are you accomplishing learning objectives? Scale Response n % Cumulative % 1 51 16.2 16.2 2 98 31.1 47.3 3 86 27.3 74.6 4 12 3.6 78.4 5 9 2.9 81.3 6 6 1.9 83.2 7 10 3.0 86.3 8 24 7.6 94.0 9 12 3.8 97.8 10 7 2.2 100.0s
Notas del editor
- http://en.wikipedia.org/wiki/Simulation#Simulation_in_education_and_training
- Dates back to the mid-50th, since then the use has grown Business schools have been using more than 50 years
- manage complex situations They are “ hands-on ” More fun, suitable for younger generations Provide a global environment without the travel cost
- Procedural type Humanity courses - Virtual professor replicate the Socratic method stems from a classic lifeboat Current users tend to have a higher academic rank, more years of experience Young teachers developed own program for teacher education
- business courses is a popular method for providing students with experiences similar to those they might encounter n the business world. Decision-making, team building Design competitive strategy Global cooperation Transfer of knowledge, In-depth processing of knowledge a virtual cash account of $100,000, students strive to create the best-performing portfolio using a live trading simulation. They work together in teams, practicing leadership, organization, negotiation, and cooperation as they compete for the top spot.
- Though there are many successful cases Not all simulation are expensive Institution does not offer support - instructors are left on their own to figure out and answer questions (need to master)
- Enjoyed as students found them valuable and want to continue to use them. Implications for the further spread Teaching environment change - nothing to do with simulation Second category - dissatisfaction with with certain aspects of simulation Too complex, students didn’t like, lack of support, admin problems
- High satisfaction rate - More than 90% of current users Commitment level high - likely to stick
- Students who used outperformed their counterparts (Networking Visio vs.. simulation) they could actually build and test the different components of a net work and try different configurations. Visio -no way to verify In general students had positive feedback. Long-term studies … sample very small.
- Blending Reflect on experiences beyond classroom/simulation games Avoid overwhelmingly difficult technical details. restricting the number of concepts taught. Be ready to answer student questions by fully understanding the program Graphics and animations can make simulation fun, but too much focus on them can ruin the course. Have students understand that the simulation should be run several times student should find it enjoyable and helpful!