Designing and Developing Simulations for Online Area Studies Classes.

Classroom simulations are a well-known tool in learner-centered education, and in the field of international relations simulations have been utilized for years to stimulate student learning. The literature has shown that simulations encourage active learning and retention of information, however there are challenges with conducting simulations online, and the tool has been relatively underdeveloped. While there are models for online simulations, there has been less research on the effectiveness of various approaches, particularly in classes that are completely online, and those simulations entirely designed and implemented by faculty. This paper will review some of the literature on simulations, hybrid and online, create a design framework from the literature, and then analyze research done during a simulation implemented in an online class, Political Development in Latin America, in the Fall of 2010. The simulation was built on previously taught online courses, utilizing an established technique of student country groups. The goal was for students to understand the political context of a particular country, and to step outside the U.S. context and understand how the region and the world appear from the viewpoint of their country, empathizing with that perspective. Results showed positive learning and feedback from the students; however, several features will be changed in the simulation design to improve future simulations. Further, suggestions will be offered on how this type of simulation can be tailored for different courses. [ABSTRACT FROM AUTHOR]