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ERIC Number: EJ1164437
Record Type: Journal
Publication Date: 2018-Jan
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1537-2456
Immersive Simulation in Constructivist-Based Classroom E-Learning
McHaney, Roger; Reiter, Lauren; Reychav, Iris
International Journal on E-Learning, v17 n1 p29-64 Jan 2018
This article describes the development of a simulation-based online course combining sound pedagogy, educational technology, and real world expertise to provide university students with an immersive experience in storage management systems. The course developed in this example does more than use a simulation, the entire course is delivered using a training simulation perspective. Included are motivations for using this approach, design considerations, and critical decisions around simulation development. Based on the experience described in this paper, simulations can be engaging tools for e-learning and should be considered as a component when engaging in course design. New tools are making simulation development and online deployment much easier. This article describes the integration of simulation training software into an online course featuring content contributions developed by a major hardware vendor and the course instructors. This integration demonstrates how computer simulation can become an integral component of a sustainable online education solution. The approach was tested in the context of distance learning courses at a major Midwestern university during the 2011-14 academic years. Learning assessment data and survey results indicate high levels of student satisfaction and performance. Further analysis of the experience provides suggestions for instructors hoping to effectively integrate simulation into their teaching approaches.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A