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Use of an Online Simulation to Promote Content Learning

Use of an Online Simulation to Promote Content Learning

Beverly B. Ray, Martha M. Hocutt, Diana Hooley
Copyright: © 2014 |Volume: 4 |Issue: 1 |Pages: 15
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781466655973|DOI: 10.4018/ijopcd.2014010104
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MLA

Ray, Beverly B., et al. "Use of an Online Simulation to Promote Content Learning." IJOPCD vol.4, no.1 2014: pp.43-57. http://doi.org/10.4018/ijopcd.2014010104

APA

Ray, B. B., Hocutt, M. M., & Hooley, D. (2014). Use of an Online Simulation to Promote Content Learning. International Journal of Online Pedagogy and Course Design (IJOPCD), 4(1), 43-57. http://doi.org/10.4018/ijopcd.2014010104

Chicago

Ray, Beverly B., Martha M. Hocutt, and Diana Hooley. "Use of an Online Simulation to Promote Content Learning," International Journal of Online Pedagogy and Course Design (IJOPCD) 4, no.1: 43-57. http://doi.org/10.4018/ijopcd.2014010104

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Abstract

Educators seek effective methods of teaching concepts in ways that engage the learner. One potential method involves the use of simulations, including online simulations. In this exploratory study, researchers examined the pretest and posttest written products of 30 preservice social studies teachers to determine the amount and depth of knowledge before and after taking part in an online simulation. Results indicated that gains in knowledge from the pretest to the posttest were statistically significant, but that the depth of knowledge gained was rather limited in scope. Findings have implications for those considering using or designing online or other simulations as content learning tools in the social sciences and other educational fields.

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