Getting the Most from Classroom Simulations
Strategies for Maximizing Learning Outcomes
Bibliographic Data
| ID | 6104396 |
|---|---|
| Authors | Timothy Wedig (University of Illinois Urbana-Champaign, corresponding author) |
| Year | 2010 |
| Volume | 43 |
| Issue | 3 |
| Pages | 547-555 |
| Publication date | 2010-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | PS Political Science & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s104909651000079x |
| OpenAlex | W2139284325 |
| Language | EN |
| Citations received | 29 |
| References cited | 10 |
Classroom simulations can make a significant contribution to learning outcomes in political science courses, provided that they are firmly linked to course content and learning objectives. This article offers a step-by-step decision framework for instructors seeking to use simulations as a core component of their courses, including selection of an exercise, pre-simulation preparation, instructor role during a simulation, and techniques for debriefing after the exercise. Options such as online and face-to-face, synchronous and asynchronous, distributed and single classroom, and individual and team formats are compared, with a focus on their associated learning outcomes
Asynchronous communication · Asynchronous learning · Cooperative learning · Debriefing · Mathematics education · Multimedia · Political science · Politics · Synchronous learning · Teaching method · Computer Science · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology · Artificial Intelligence
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| Unique citing works | 29 |
|---|---|
| Citations per year | 2,07 |
| Citation span | 2012 - 2025 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |