Simulation: Relevance to Adult Learning
Instructional simulations are powerful and effective because they enhance student vigilance and scanning skills, enhance student integration of skills in varied performance contexts, adjust to varied learning rates through dynamic performance scopes and help learners see patterns over time in dynamic systems (Reigeluth et al., 2009, p. 191).
The adult learner is a focused individual who engages in education to achieve their personal and professional goals. As such, adult learners need the learning to be relevant. The adult learner appreciates acquiring knowledge and skills which can be immediately applied to their particular situations. Learners process information in a variety of ways. Some people like to read things, some want to see things; others wish to discuss things with colleagues/instructors.
Quality instructional simulations provide learners with relevant, realistic and immediately applicable learning of complex task and thought processes. Simulations provide learners information in a variety of ways, including audio, video and other interactive components. Instructional simulations also allow for tailoring regarding the depth of knowledge, skill and critical thought required for tasks, processes and complex judgment-based decisions.
While a significant initial investment is required to create successful simulations, the return on investment to an organization is seen through better quality employees ready to handle real-life situations and avoid costly mistakes due to inexperience or exposure to undue risk. Organizations that require large-scale training of multiple complex instructional goals can benefit greatly from the investment into instructional simulations as they create powerful linkages between the decision making process and critical business results (McAteer, 1991, p. 19).
The adult learner is a focused individual who engages in education to achieve their personal and professional goals. As such, adult learners need the learning to be relevant. The adult learner appreciates acquiring knowledge and skills which can be immediately applied to their particular situations. Learners process information in a variety of ways. Some people like to read things, some want to see things; others wish to discuss things with colleagues/instructors.
Quality instructional simulations provide learners with relevant, realistic and immediately applicable learning of complex task and thought processes. Simulations provide learners information in a variety of ways, including audio, video and other interactive components. Instructional simulations also allow for tailoring regarding the depth of knowledge, skill and critical thought required for tasks, processes and complex judgment-based decisions.
While a significant initial investment is required to create successful simulations, the return on investment to an organization is seen through better quality employees ready to handle real-life situations and avoid costly mistakes due to inexperience or exposure to undue risk. Organizations that require large-scale training of multiple complex instructional goals can benefit greatly from the investment into instructional simulations as they create powerful linkages between the decision making process and critical business results (McAteer, 1991, p. 19).