Computer Simulation in Higher Education

There appear to be two main areas of computer-simulation activity at the university level: for classroom-instructional purposes and for purposes of theoretical or applied research. Within the research purview, product development for educational or for market-oriented purposes may be of concern. There is also evidence of some overlap between the university and private sector, not only regarding product and research development but also including adult or professional education facilitated by computer simulation. Some overlap and convergence of these areas, as well as a good deal of interdisciplinary or cross-disciplinary activity, can also be observed. Nor are the scope and limit of computer-simulation use at college level clearly defined. As Kettinger (1991) suggests, some teachers (although not their students) have been reluctant classroom users of high technology, often failing to take advantage of their full potential. Computer simulation, says Kettinger, offers the highest and best learning potential because of the potential to create virtual environments that cannot be achieved in traditional lab

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ual-spatial mode of thinking that has become prominent in the culture, owing in part to computer-graphics technology (West, 1992; Kettinger, 1991). West cites the growing use of visualization media in teaching even traditional advanced mathematical and design subjects, as opposed to case studies and problem solving. Robertson (1993) reviews an oceanography simulation of the size, growth rate, and vertical displacement in the process of natural seashell growth. Miley (1989) reviews a self-paced hypercard-videodisc multimedia simulation on the subject of Shakespeare, which is embedded with images of historical engravings, period costumes, Shakespearean theatre floor plans, etc., as well as animated scenes of different performances of the same plays. Kincaid, Mullally, and Kincaid (1992) describe how the concept can be applied in their report on a language/voice interface simulation created at the University of Florida that facilitates language teaching--and helps maintain student interest--in ways that human teachers cannot, particularly in respect of (endlessly patient) coaching of pronunciation and vocabulary. Shepard (1992) reviews a programmed simulation of experiments concerning the laws of motion for physics students, whe
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Approximate Word count = 3115
Approximate Pages = 12 (250 words per page)

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