Abstract
Online and blended learning offer a strong upside potential to enrich university learning. On the one hand, long before the Covid-19 pandemic, the option to access virtual classroom settings was on the rise, but the pandemic cleared the path regarding legal and organizational limitations. On the other hand, virtual learning comes with additional concept-specific requirements and challenges, e.g., a strong demand for students’ self-organization and intrinsic motivation.
The conjunction of online teaching with simulation-based tools introduces new options to address these challenges. Online- and simulation-based teaching concepts’ flaws are not system-inherent but can be overcome by combining simulations and online learning within a holistic setting. By applying different gamification elements from simulations and the adaptability of cloud-based online tools, an online- and simulation-based intensive block week module is designed and conducted for students from different countries. Based on this module’s structure, learning outcomes and students’ feedback the advantageousness of an online-simulation-setting will be illustrated.
The results lead to a combined Strengths-Weaknesses-Analysis from joined online teaching and simulation-based elements. First, the requirements and circumstances are investigated and described under which the delicate requirements of simulation-based learning can be minimized by online teaching. Second, challenges from online teaching are researched to be addressed through simulation-based learning.
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Monauni, M., Götte, S. (2023). Simulation-Based Learning in Higher Education: 5 Reasons Why Gamification Completes Online Teaching. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 634. Springer, Cham. https://doi.org/10.1007/978-3-031-26190-9_65
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DOI: https://doi.org/10.1007/978-3-031-26190-9_65
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