| Publication |
2013.
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| Summary/Abstract |
Classroom simulations are a well-known tool in learner-centered education, and in the field of international relations, simulations have been utilized for years to stimulate student learning. The literature has shown that simulations encourage active learning and retention of information; however, there are challenges with conducting simulations online, and the tool has been relatively underdeveloped. While there are commercial online simulations, there has been less research on the effectiveness of various approaches, particularly in classes that are completely online, with simulations entirely designed and implemented by faculty. This paper reviews some of the literature on simulations, hybrid and online, creates a design framework from the literature and analyzes a simulation implemented in an online mixed graduate/undergraduate regional studies political science class. Results showed positive learning and feedback from the students; however, several features will be changed in the simulation design to improve future simulations. Further, suggestions will be offered on how this type of simulation can be tailored for different courses.
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