Graphics Programs Reference
In-Depth Information
Chapter 2
The Recursive Knowledge
Development Model for
Virtual Environments
Nan B. Adams
Southeastern Louisiana University, USA
Thomas A. DeVaney
Southeastern Louisiana University, USA
ABSTRACT
The concept of leveraging strategic control of the knowledge from teachers to students in virtual learning
environments serves as the basis for determining how to move students through stages of knowledge ac-
quisition to knowledge application and ultimately to knowledge generation in online settings. Instructional
strategies for fostering student engagement in a virtual learning environment are identified as critical,
and a number of relevant theories focusing on student learning, affect, needs and adult concerns are
presented to provide a basis for transfer of knowledge from teacher to learner. A model is presented
that combines the dimensions of knowledge approach, knowledge authority and teaching approach to
demonstrate the recursive and scaffold design for the creation of virtual learning environments.
INTRODUCTION
organized educational programs. In this facilitated
learning paradigm, gradual release of responsibil-
ity for the learning shifts over time from the teacher
or facilitator to the learner. During this process,
the learner ultimately develops strategic control
of the knowledge as may be evidenced through
social interaction within the virtual environment.
In traditional classrooms and educational
activities, the teacher is central to the learning
process. The teacher serves variously as guide,
facilitator, motivator, and often as the authority
for knowledge structure and student behavior
when engaged in the learning process. This role
Virtual environments offer challenges and oppor-
tunities for innovative teaching and enhancement
of student learning. Critical to this process are
strategies to foster transfer of knowledge genera-
tion dispositions from teacher to learner. Implicit
in this process is the facility for transitioning new
knowledge to become internalized knowledge for
learners so they may address specific problems
they encounter, which is often the ultimate goal of
DOI: 10.4018/978-1-61692-822-3.ch002
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