0.1 Klinger, a., & Wronkovich, m. (april 2011). replicating  (Page 3/9)

As a result of the highly motivational aspects of simulations, deep learning is achieved. Rhem identifies four key components of deep learning, which are readily apparent in the use of educational simulations:

1. Motivation increases with the level of choice and control given to participants in simulations.
2. Learner activity and engagement is high as the simulation is an active process.
3. Collaboration with peers and instructor creates a high level of interaction both during and after the simulation experience.
4. As the simulation progresses, the learner is immersed in important concepts that are reinforced as connections are made to prior experience and existing knowledge (1995).

Deeper learning is also achieved as the simulation activates motivation prior to transmitting concepts and participants are actively engaged as they receive the information. Individualized instruction at an appropriate pace for the learner, and prompt feedback on performance also enhances the depth of the learning experience in a simulation (Greenblat, 1981).

This paper discusses the use of simulations with adult learners in the education profession. Once again, simulation learning provides significant advantages. Simulation learning is particularly well suited to adult learners as it incorporates two significant qualities of older students – the need for autonomy of direction during instruction and the use of personal experience as a learning resource (Hertil&Millis, 2002). Actual and potential educational administrators benefit from the acquisition of useable knowledge during the simulation that can be transferred and applied to other situations. The diverse content and critical knowledge of educational leadership is more effectively integrated in simulation experiences. Through their participation in simulations based in educational administration concepts, the gap between the theories and actual practices of a profession are bridged (Hertil&Millis, 2002). Students of educational administration enter into a simulation experience not to “act” like a principal, but to actually “be” one.

The educational administration simulation project

Ashland University’s Educational Administration Simulation Project began with the desire to develop an engaging, yet realistic decision-making experience for students that vividly simulated the demands and the often far-reaching consequences of administrative decisions.

Simulation learning experiences can take many potential forms. Conversation simulations occur within a simulated environment ( Types of social simulations , n.d.) and focus on the participants’ interactions with other individuals in the environment, either real people or actors being filmed, or digital avatars that function in the same capacity. This type of simulation contains multiple options, allowing participants to experience and reflect on nature, quality, and outcome of their interactions.

Mentor simulations allow participants to interact with individuals acting in a mentor, or expert capacity, and typically take the form of simulated question and answer sessions. Participants have the opportunity to listen to and gather information from knowledgeable experts to whom they would not typically have access ( Types of social simulations , n.d.). Expert simulations are used as assessments of participant’s skills or knowledge. A character from within the simulation, either actual or virtual, poses questions to the participant, scores the response, and provides feedback to maximize the participant’s learning ( Types of social simulations , n.d.).