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EJ955163 - Missing the Trees for the Forest?: Learning Environments versus Learning Techniques in Simulations

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ERIC #:	EJ955163
Title:	Missing the Trees for the Forest?: Learning Environments versus Learning Techniques in Simulations
Authors:	Raymond, Chad
Descriptors:	Higher Education; Accountability; Outcomes of Education; Simulation; Learning Processes; Role Playing; Perspective Taking; Models; Evidence; Instructional Effectiveness; War; Global Approach; Collaborative Writing; Computer Mediated Communication; Teaching Methods; Student Motivation; Cooperative Learning
Source:	Journal of Political Science Education, v8 n1 p69-84 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	16
Pub Types:	Journal Articles; Reports - Evaluative; Tests/Questionnaires
Abstract:	Institutions of higher learning are increasingly asked to defend curricular and pedagogical outcomes. Faculty must demonstrate that simulations are productive tools for learning, but a review of the literature shows that the evidence of their effectiveness is inconclusive, despite their popularity in the classroom. Simulations may in fact help students learn, but the pedagogical benefits of simulations may be being attributed too generally to the learning environments that they supposedly produce, rather than the specific learning modalities that occur within them. The article concludes with a recommendation that educators choose particular learning techniques first and then build simulations around these techniques, rather than the reverse. (Contains 3 tables and 1 note.)
Abstractor:	As Provided
Reference Count:	71

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1551-2169
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1080/15512169.2012.641405

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