Abstract
Higher education has seen a dramatic increase in the number of courses and programs offered in an online environment over the past two decades. As most online educational courses are asynchronous in nature, ensuring that applied learning happens in scenarios that replicate real-life events is of utmost importance especially in certain disciplines such as emergency and disaster management. With the advent of newer and advanced technologies, online gamifications and simulations offer a learning method that requires the students to use decision-making, problem solving, and critical thinking skills in a fictional scenario that imitates events that individuals in the particular career field will experience. This chapter is an examination of the use of gamifications and simulations in online higher education highlighting a holistic approach to gaming and simulations designed and implemented across an undergraduate emergency and disaster program.
TopLiterature Review
There are many articles on simulations and gamification in online higher education; however, few exist that focus on the emergency and disaster management discipline. A few books on the market cover simulations and gamification and are specific to nursing and science subjects. However, few books exist that are specific to the field of emergency and disaster management (Aldrich, 2009; Bursens, Donche, Gijbels, & Spooren, 2018; Cai, van Joolingen, & Walker; Carnes, 2014; 2019; Information Resources Management Association, 2018; Nygaard, Courtney, & Lee, 2012). One book on the market includes different types of simulations, applications for gaming and simulations, and design and evaluation of interactive training methodologies (Rolfe, Saunders & Powell, 2013). Adding simulations into online courses such as emergency and disaster management ensures that students can apply the skill-sets needed to succeed within the discipline.
Education
There are many notable examples of simulations in training and education classrooms across the globe. Sections within conferences dedicate much time to active learning, such as within the International Studies Association, “Active Learning in International Affairs Section (ALIAS),” that was established to promote the use of active learning and simulations in the classroom (Lantis 1998). Across the globe and in many different fields, higher educational institutions design and use simulations in the classroom (Kempston & Thomas, 2014). Online higher educational institutions need to take advantage of technology advancements and add simulations and gamification to the classroom to ensure students are equipped with the requisite skills, especially in specific disciplines such as emergency and disaster management, to succeed in the workplace.
Key Terms in this Chapter
Experiential Learning: Learning by doing followed by a reflection on the experience.
Subject Matter Expert (SME): An individual who is considered an authority in a particular topic based on their work and/or educational experiences.
Hot Wash: A review and reflection following a training session that discusses and assesses the performance of an individual or agency.
Program Director: An individual who leads a program and is responsible for managing and developing curriculum.
Asychronous Learning: Allows students to access learning flexibly on their own time at anyplace without real-time interaction.
Simulation: A scenario based on real-life events that is created for learning.
Industry Advisory Council (IAC): A committee of individuals who are professionals in a specific discipline who collaborate to advice on academic programs and aid in the future direction of the program to ensure that the program is offering students the skills necessary for the workforce.