Business-Simulation Pedagogy, Assessments, and Barriers to Entry in an Australian Educational Environment
AUTHORS
Paul Strickland, La Trobe University, Victoria, Australia
ABSTRACT
This paper evaluates the pedagogies and assessment tasks that enhance the learning outcomes of online simulations in business and related fields. Business simulations offer authentic learning experiences that mirror real-world problems and enable students to practice and develop graduate capabilities, technical skills, and strategic decision-making skills. Emerging technologies along with increased bandwidth are creating new opportunities for online and cloud-based simulations and provide improved flexibility and portability for students. However, online simulations are not effective unless they are embedded within a pedagogic framework that optimizes learning outcomes. This paper identifies the gap in the literature by identifying the main pedagogy concerns created by using business simulations at both undergraduate and post-graduate levels in Australia including a discussion regarding barriers of entry and showcasing the learning outcomes for students and educators through qualitative case studies.
KEYWORDS
Business simulations, Pedagogy, Teaching, Learning, Australia
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