{"id":24561,"date":"2016-06-09t10:05:48","date_gmt":"2016-06-09t15:05:48","guid":{"rendered":"\/\/www.imrbdigital.com\/?page_id=24561"},"modified":"2021-02-18t13:34:55","modified_gmt":"2021-02-18t18:34:55","slug":"digital-labs-and-simulations","status":"publish","type":"page","link":"\/\/www.imrbdigital.com\/guides-sub-pages\/digital-labs-and-simulations\/","title":{"rendered":"digital labs and simulations"},"content":{"rendered":"\n\n\n
contributed by steve baskauf, cynthia brame, lily claiborne, denise due-goodwin, erika grundstrom, adam list, sherry thomas, susan verberne-sutton, and mark woelfle<\/em><\/td>\nprint version<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
cite this guide:<\/strong> baskauf, s., brame, c., claiborne, l., due-goodwin, d., grundstrom,<\/em> e., list, a., thomas, s., verberne-sutton, s., & woelfle, m. (2016). digital labs and simulations. 瑞士vs喀麦隆走地 2022年世界杯中国小组赛积分. retrieved [todaysdate] from \/\/www.imrbdigital.com\/guides-sub-pages\/digital-labs-and-simulations\/.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\"simulation\"<\/em>as the adoption of online education has grown in the u.s., reaching millions of high school and college students yearly, educators and textbook manufacturers have sought ways to move labs to the online environment. digital labs and simulations have been developed in many scientific disciplines, from physics to biology, from chemistry to earth sciences, and are sometimes intended to replace labs and other times intended to supplement face-to-face instruction. collections of these digital labs and simulations can be found at many sites.<\/p>\n

various groups have published evidence that virtual labs and simulations can be effective tools for promoting student learning (e.g., millis et al., 2011; baker and verran, 2004; sommers and sommers, 2003; martinez-jimenez et al., 2003). as a group of experienced lab instructors with expertise in various disciplines (astronomy, biology, chemistry, earth sciences, and physics), we sought to review digital labs and\/or simulations to determine the best use of these tools in our teaching as well as to determine the characteristics that made a digital lab a useful teaching tool.<\/p>\n

what are they?<\/h2>\n

we define a digital lab as an interactive, online tool in which students are asked to mimic an experiment. we define simulations as non-static representations of physical phenomena; that is, representations that seek to show movement of elements that make up a physical phenomenon. simulations may or may not have an interactive element (that is, students may be able to initiate the phenomenon) and are typically briefer than digital labs.<\/p>\n

\"virt-lab\"<\/p>\n

\"simulations\"<\/p>\n

when are they useful?<\/h2>\n

we reviewed approximately a dozen digital labs and simulations, each focusing on a lab from our field, and considered digital materials we have incorporated into our own teaching. we concluded that digital labs and simulations can be useful in several situations.<\/p>\n