Nothing can quite beat “hands-on” experience in a potential job field. This is where students can actively apply all that they have learned in the classroom, and also learn from their mistakes in a real scenario (Kreber, 2001). However, in the world of e-Learning, it is not always feasible to provide a literal experiential learning experience, especially in the platform of MOOC’s.

This is where the key components of educational simulations can come into play. Students can use case studies or simulations to effectively apply and test their knowledge in a scenario that may be possible in their chosen career field, and then have the opportunities to learn and grow from their teachers and colleagues throughout this simulation.

While simulations in the educational field aren’t a new source of technology, when applied to the contents of multiliteracies and dimensions of learning, it can also be a way for students to synthesize information and also create knowledge in ways that rise above the content of a course or job field and into a depth of understanding that transcends a specific situation. This can help students achieve a higher order of understanding and create more critical learning through the process of synthesizing multiple forms of digital information and then apply it to help solve a problem.

It has been found that students are able to demonstrate greater understanding with the use of simulations and/or experiential learning, and that this strategy in education is especially valuable in complex issues, such as societal complexities, empathy, and abstract issues beyond “factual information” (Jessup, 2001).

Beyond the experience and application, another valuable tool is peer assistance, learning, and collaboration. This can help people learn from others and work as a team to apply their learned concepts to a new situation.

Jessup, M. M. (2001). Sociopoly: Life on the boardwalk. Teaching Sociology, 29, 102-109.

Kreber, C. (2001). Learning experientially through case studies? A conceptual analysis. Teaching in Higher Education, 6, 217- 228.