The document discusses online simulation in higher education. It defines simulation and provides a brief history of its use since the 1950s across various disciplines like business, healthcare, engineering and more. Benefits of simulation include allowing students to apply knowledge, fostering skills like critical thinking, and creating engaging learning environments. Challenges include the time and resources required for development and adoption. Overall, the document argues that simulation can enhance learning if implemented properly with clear objectives and support for both students and instructors.

1. Online Simulation in Higher Education Kumiko Borman WRIT 671 November 18, 2009

2. What is simulation? “ The act of imitating the behavior of a situation , problem , or process by means of something suitably analogous. The technique of representing the real world . ” Simulation should imitate the internal processes and not merely the results of the thing being simulated Group or Meeting or Facility Simulation v.s Virtual Simulation - Branching stories , Game-based, Virtual lab s Simple to highly complex PBL (Problem Based Learning) Teachers are no longer just a presenter of information. Students become participants.

3. Brief History 1955 - Simulation exercise for the U.S. Air Force logistics system was developed 1956 - The first widely known business game TOP MANAGEMENT SYSTEM for management seminars 1957 - BUSINESS MANAGEMENT GAME was developed for a consulting firm 1957 - MANAGEMENT DECISION GAME was used in a business policy class at the University of Washington By 1961, more than 100 business games were in existence and more than 30,000 executives had played at least one

4. Why Simulation? Realistic opportunities to practice skills & apply knowledge - connecting theory to practice Interactive, dynamic More engaging learning environment Motivate students Foster independent learning and critical thinking Offers opportunities to develop communication, collaboration, leadership skills Students “create knowledge” by trial and error

5. Who uses simulation? Wide range of disciplines Nursing, Public Health Care, Dental Health Business , Marketing, Management Finance, Accounting, Economics, Mathematics, Statistics Computer Science, Programming, Networking Engineering Education Administration History Communication, Language Philosophy

6. How are they used? Some examples: Students are assigned to run a company against each other Teaching children asthma management Replaying history Students use certain programming syntax to smoothly run traffic lights Teaching nurse anesthesia in a operating room Students play stakeholder roles and learn the effects of proposed engineering development project Students create the best-performing portfolio using trading simulation Stock market game

7. Second Life Low cost, secure space Rapid development Communication centered Online lecture, virtual community, poster session, scavenger hunts

8. Problems & Limitations They entail significant time, money, and space Students and faculty too busy to develop and learn the technology Simulation does not fit course contents Unsatisfactory simulation model Faculty resistance to change pedagogy Students resistance to technology Lack of institutional and technical support Administrative problems Students did not like the simulation

9. What do teachers think? They first became aware of it because… I played as a student Through colleagues and publishers They adopted simulation because… It is appropriate for the course It is the best simulation model It is integrative Easy to administer, has good support Their teaching objectives are… To give students decision-making experience To integrate theory with practice To have students experience teamwork To have students engage in critical thinking They stopped to use because… Curriculum change Time it took versus learning benefits achieved

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

12. What did students think? Spent more time on assignments It was motivating It forced me to make better decisions The visual helped me tremendously. I don’t think it could ever be as good as a live class. I had more freedom to explore various answers and scenarios, and go back to change answers It was nice to have unlimited time to ponder a topic before you respond. http://www.smg2000.org/teachers_page2.html

13. Evaluation Qualitative Survey Interviews Focus Group Observation Quantitative Test Performance Survey

14. Tips for Success Get colleagues recommendations for software Simulation is directly connected to the course textbook Explicit learning objectives Deals with realistic and down-to-earth problems Simulation is easy to learn Start with simple examples Provide orientation session at the beginning Understand the program Incorporating reflective component Immediate and frequent feedback

15. Conclusion Simulation can greatly enhance students’ learning experience if properly implemented. Instructors need to be fully committed and willing to spend time learning the software, preparing the students, setting objectives, and developing content. Simulation is a great tool in teaching procedures, decision making, critical thinking, and teamwork. If used well, both students and instructors are satisfied with the results and experience.