Instructors' Intended Learning Outcomes for Using Computational Simulations as Learning Tools

Abstract

BackgroundThe computational simulations used by the instructors in this study were originally developed for use as research tools by subject‐matter experts and then incorporated in advanced undergraduate and graduate courses in engineering and science. Although some research has been done on students' learning with these computational simulations, less progress has been made toward understanding instructors' goals, or affordances, for incorporating these simulations in their teaching.Purpose (Hypothesis)To identify how computational simulations can be effectively used in teaching and learning environments, this study examined instructors' rationale for using these simulations as learning tools. The study was based on the following research question: What were the intended learning outcomes that guided the instructors' use of computational simulations as learning tools?Design/MethodThis study used qualitative methods based on the theoretical framework of phenomenography. Openended interviews were conducted with 14 instructors teaching undergraduate and graduate courses in science and engineering who were not familiar with the research literature on beneficial ways of using simulations for learning and instruction.ResultsAnalysis revealed an outcome space consisting of eight qualitatively different categories that detailed ways in which the engineering and science instructors in this study conceptualized the use of simulation tools with learning activities into existing courses they taught.ConclusionsThe outcome space of instructors' goals for using computational simulations is consistent with the recommendations found in the literature based on studies of the use of simulations in more restricted research settings.