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Designing Simulations for Professional Skill Development in Distance Education: A Holistic Approach for Blended Learning

Designing Simulations for Professional Skill Development in Distance Education: A Holistic Approach for Blended Learning

Deborah Murdoch, Chris Bushell, Stephanie Johnson
Copyright: © 2012 |Pages: 20
ISBN13: 9781613501894|ISBN10: 1613501897|EISBN13: 9781613501900
DOI: 10.4018/978-1-61350-189-4.ch008
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MLA

Murdoch, Deborah, et al. "Designing Simulations for Professional Skill Development in Distance Education: A Holistic Approach for Blended Learning." Professional Education Using E-Simulations: Benefits of Blended Learning Design, edited by Dale Holt, et al., IGI Global, 2012, pp. 121-140. https://doi.org/10.4018/978-1-61350-189-4.ch008

APA

Murdoch, D., Bushell, C., & Johnson, S. (2012). Designing Simulations for Professional Skill Development in Distance Education: A Holistic Approach for Blended Learning. In D. Holt, S. Segrave, & J. Cybulski (Eds.), Professional Education Using E-Simulations: Benefits of Blended Learning Design (pp. 121-140). IGI Global. https://doi.org/10.4018/978-1-61350-189-4.ch008

Chicago

Murdoch, Deborah, Chris Bushell, and Stephanie Johnson. "Designing Simulations for Professional Skill Development in Distance Education: A Holistic Approach for Blended Learning." In Professional Education Using E-Simulations: Benefits of Blended Learning Design, edited by Dale Holt, Stephen Segrave, and Jacob L. Cybulski, 121-140. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-189-4.ch008

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Abstract

Designing simulations for higher education requires planning. This chapter explores the use of a design process of an iterative model with frequent evaluation of the process to ensure strong design in blended and flexible learning. Two case studies are used to demonstrate how the ADDIE process is used in an iterative method to develop simulations to teach and refine professional practice in distance learning situations, from both a course and subject perspective. The authors argue that if a strong development and evaluation process is followed, sustainable simulations can be developed. Results show that students have a positive response to simulation use in learning and appreciate a well structured simulation to aid in professional practice development.

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