Missing the Trees for the Forest?: Learning Environments Versus Learning Techniques in Simulations
Missing the Trees for the Forest?: Learning Environments Versus Learning Techniques in Simulations
复制标题
森林缺树？：模拟中的学习环境与学习技术
DOI：
10.1080/15512169.2012.641405
复制
发表时间：
2012
影响因子：
1.1
通讯作者：
Chad Raymond
中科院分区：
文献类型：
--
作者：
Chad Raymond
高等教育机构越来越多地被要求维护课程和教学成果。教师必须证明，模拟是富有成效的学习工具，但文献回顾表明，其有效性的证据是不确定的，尽管他们在课堂上的流行。模拟实际上可以帮助学生学习，但模拟的教学效益可能过于笼统地归因于它们所创造的学习环境，而不是其中发生的特定学习模式。文章最后建议教育工作者首先选择特定的学习技术，然后围绕这些技术建立模拟，而不是相反。
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.