Simulations and Learning: Can We Prove a Relationship? (Seminar)

Philip H. Anderson, Leigh Lawton

Abstract


"Assessing what students learn on a business simulation exercise has been a focus in the literature and at ABSEL conferences since simulation exercises were first introduced (Greenlaw and Wyman, 1973; Keys, 1976; Wolfe, 1985; Whiteley and Faria, 1989; Burns, Gentry, arid Wolfe, 1990; Wolfe, 1990; Gosenpud, 1990; Wellington and Faria, 1991; Anderson and Lawton, 1992; Gosenpud and Washbush, 1993, 1994; Anderson and Lawton, 1995; Washbush and Gosenpud, 1995). Debate continues as to what is learned and can it be proven with hard data versus anecdotal evidence. A seminar on this topic organized by Jim Gentry for ABSEL’s 1996 conference resulted in a crowed room, much debate, but little resolution. The focus of this proposed seminar is to continue to push this debate further. As pressures to demonstrate outcomes increase, educators find themselves increasingly required to present evidence of the merits and validity of their pedagogies. Beyond external pressures, we must understand the learning outcomes of a simulation if we are to integrate it with other teaching methodologies to optimize learning. "

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