Resumé
This chapter assesses the learning effects of the appliance of ten negotiation simulations across a spectrum of different student cohorts. Based on a typology of learning effects distinguishing between substantive knowledge, skill-building, and affective learning, the chapter analyses to what extent negotiation simulations generates student learning. The student cohorts are comprised of full-time university students (B.Sc. and M.Sc.) and professionals/public managers, who study part-time at the university (Professional Master of Public Management/Governance), as well as a cohort of selected high school students (Academy for Particularly Talented High School Students). The empirical data are based on quantitative data on substantive knowledge and qualitative data on the students’ experience of the negotiation simulations, as well as quantitative data on satisfaction levels via final course evaluations. The analysis reveals that while negotiation simulations undoubtedly stimulate students’ engagement and motivation and – in the students’ own perception – learning, measurable learning effects are more dubious. As opposed to the students’ own very positive statements about learning effects of negotiation simulations, assessable learning effects are harder to catch. There are some effects, but also important biases, as simulations tend to twist student’s perceptions of systems and processes disproportionately towards the issue, institution, or process in question during the particular simulation.
| Originalsprog | Engelsk |
|---|---|
| Titel | Simulations of Decision-Making as Active Learning Tools : Design and Effect of Political Science Simulations |
| Redaktører | Peter Bursens, Vincent Donche, David Gijbels, Pieter Spooren |
| Forlag | Springer |
| Publikationsdato | 2018 |
| Sider | 165-182 |
| ISBN (Trykt) | 9783319741468 |
| ISBN (Elektronisk) | 9783319741475 |
| DOI | |
| Status | Udgivet - 2018 |
| Navn | Professional and Practice-Based Learning |
|---|---|
| Vol/bind | 22 |
| ISSN | 2210-5549 |
Fingeraftryk
Citer dette
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Learning Effects of Negotiation Simulations : Evidence from Different Student Cohorts. / Kallestrup, Morten.
Simulations of Decision-Making as Active Learning Tools: Design and Effect of Political Science Simulations. red. / Peter Bursens; Vincent Donche; David Gijbels; Pieter Spooren. Springer, 2018. s. 165-182 (Professional and Practice-Based Learning, Bind 22).Publikation: Bidrag til bog/antologi/rapport/konference-proceeding › Bidrag til bog/antologi › Forskning › peer review
TY - CHAP
T1 - Learning Effects of Negotiation Simulations
T2 - Evidence from Different Student Cohorts
AU - Kallestrup, Morten
PY - 2018
Y1 - 2018
N2 - This chapter assesses the learning effects of the appliance of ten negotiation simulations across a spectrum of different student cohorts. Based on a typology of learning effects distinguishing between substantive knowledge, skill-building, and affective learning, the chapter analyses to what extent negotiation simulations generates student learning. The student cohorts are comprised of full-time university students (B.Sc. and M.Sc.) and professionals/public managers, who study part-time at the university (Professional Master of Public Management/Governance), as well as a cohort of selected high school students (Academy for Particularly Talented High School Students). The empirical data are based on quantitative data on substantive knowledge and qualitative data on the students’ experience of the negotiation simulations, as well as quantitative data on satisfaction levels via final course evaluations. The analysis reveals that while negotiation simulations undoubtedly stimulate students’ engagement and motivation and – in the students’ own perception – learning, measurable learning effects are more dubious. As opposed to the students’ own very positive statements about learning effects of negotiation simulations, assessable learning effects are harder to catch. There are some effects, but also important biases, as simulations tend to twist student’s perceptions of systems and processes disproportionately towards the issue, institution, or process in question during the particular simulation.
AB - This chapter assesses the learning effects of the appliance of ten negotiation simulations across a spectrum of different student cohorts. Based on a typology of learning effects distinguishing between substantive knowledge, skill-building, and affective learning, the chapter analyses to what extent negotiation simulations generates student learning. The student cohorts are comprised of full-time university students (B.Sc. and M.Sc.) and professionals/public managers, who study part-time at the university (Professional Master of Public Management/Governance), as well as a cohort of selected high school students (Academy for Particularly Talented High School Students). The empirical data are based on quantitative data on substantive knowledge and qualitative data on the students’ experience of the negotiation simulations, as well as quantitative data on satisfaction levels via final course evaluations. The analysis reveals that while negotiation simulations undoubtedly stimulate students’ engagement and motivation and – in the students’ own perception – learning, measurable learning effects are more dubious. As opposed to the students’ own very positive statements about learning effects of negotiation simulations, assessable learning effects are harder to catch. There are some effects, but also important biases, as simulations tend to twist student’s perceptions of systems and processes disproportionately towards the issue, institution, or process in question during the particular simulation.
KW - Affective learning
KW - Cohort variance
KW - Negotiation simulation
KW - Skill-building
KW - Substantive knowledge
U2 - 10.1007/978-3-319-74147-5_13
DO - 10.1007/978-3-319-74147-5_13
M3 - Book chapter
SN - 9783319741468
T3 - Professional and Practice-Based Learning
SP - 165
EP - 182
BT - Simulations of Decision-Making as Active Learning Tools
A2 - Bursens, Peter
A2 - Donche, Vincent
A2 - Gijbels, David
A2 - Spooren, Pieter
PB - Springer
ER -