The Recursive Knowledge Development Model for Virtual Environments - Teaching through Multi-User Virtual Environments - page 20

• Organization : The learner contrasts dif-

ferent values, resolving conflicts between
them, and creating a unique and organized
value system.

of human behavior continue to exist in virtual
classrooms and should be addressed.

Learning in Adulthood

• Internalizing values: The learner pos-

sesses a value system that controls his/her
behavior. The behavior is pervasive, con-
sistent, predictable and characteristic of
the learner.

Kolb Adult Learning Process Model

Kolb (1984) provides a descriptive model of
the adult learning process. His model considers
learning to be a recursive process that includes
4 progressive stages: Concrete Experience is
followed by Reflection on that experience on a
personal basis. This may then be followed by
the derivation of general rules describing the
experience, or the application of known theories
to it ( Abstract Conceptualization ), and hence to
the construction of ways of modifying the next
occurrence of the experience ( Active Experi-
mentation ), leading in turn to the next Concrete
Experience . All this may happen instantaneously
or over varied periods of time, depending on the
topic. There may also be smaller recursion cycles
of this process simultaneously.

Maslow's Hierarchy of Needs

Maslow (1954) sought to address the complexity
of human behavior and presented the idea that hu-
man actions are directed toward goal attainment.
He proposed that any given behavior could satisfy
several functions at the same time; for instance,
going to a bar could satisfy one's needs for self-
esteem and for social interaction.
Maslow's Hierarchy of Needs has often been
represented in a hierarchical pyramid with five
levels. The four levels (lower-order needs) are
considered physiological needs, while the top level
is considered growth needs . The lower level needs
need to be satisfied before higher-order needs can
influence behavior. The levels are as follows:

Change in Adults: Acknowledging
Personal Concerns

• Self-actualization : morality, creativity,

problem solving, etc.

Some may find this model a bit out of place when
presented along with the previous models and
theories. Allow the author to argue that adopting
change may be considered a learning process.
Suggesting that a group should adopt or 'buy in'
to a new way of thinking is surely an educational
process. This model for facilitating change is
included in this discussion because it focuses
directly on the concerns of the individual who is
in the process of adopting a new way of thinking
or doing things. These concerns may pose barriers
to accepting new information and therefore should
be addressed when developing virtual learning
environments for adults.
Fuller (1970) recognized the concerns of stu-
dents in a teacher education program and created
a model to facilitate student learning. This model

• Esteem : includes confidence, self-esteem,

achievement, respect, etc.

• Belongingness : includes love, friendship,

intimacy, family, etc.

• Safety : includes security of environment,

employment, resources, health, property,
etc.

• Physiological : includes air, food, water,

sex, sleep, other factors towards homeosta-
sis, etc.

If we may assume that a virtual environment
focused on learning takes on the same character-
istics as the physical environments we currently
inhabit, one might consider that the complexities