The Recursive Knowledge Development Model for Virtual Environments - Teaching through Multi-User Virtual Environments - page 21

linked the developmental concerns of student
teachers to teaching strategies intended to foster
the student's own style and philosophy regarding
the knowledge. Basically, the model was devel-
oped to foster ownership among students. The
Fuller model was further refined by Hall, George
& Rutherford (1979) to become the Stages of
Concern model which identifies 4 general types
of concerns that stretch across 7 stages of devel-
opment that represent a cycle of student concerns
about adopting new ideas or knowledge. These
concepts are described in Table 1 below and have
been modified to serve this discussion:

and suggested teaching approaches for virtual
learning environments.

Design of a Recursive Knowledge
Development Model for Both Physical
and Virtual Environments

After the previous review of selected learning
theories and their resultant models, the follow-
ing derivative meta-model seeks to address the
domains of affect and need employing discovery
learning and scaffolding for recursive learning
while recognizing the concerns of adult learn-
ers. This model deals with a description of three
interrelated dimensions: the learner's developing
knowledge approach, the teacher-student relation-
ship with regards to knowledge authority, and
suggested teaching approaches. Much as Vygostky
(1978) describes learning as a recursive process,
it is assumed that each of these dimensions are
cyclical and recursive and that this process may
have several different instances occurring simul-
taneously.

Combined model for Constructivist
Teaching

Figure 1 has been developed to visually represent
the reviewed theories of learning. As the recur-
sive nature of each theory demonstrates, learning
theories, affective and need theories and adult
learning theories are effectively attempting to
accomplish the same task of fostering ownership
for knowledge among learners. This graphical
demonstration of shared purpose has been in-
cluded to support those dimensions proposed in
the Knowledge Development Model for virtual
environments which include the learner's devel-
oping knowledge approach, the teacher-student
relationship with regards to knowledge authority,

Knowledge Approach

The Knowledge Approach refers to the intended
learning goals designed by the faculty member
or instructor within the virtual classroom. These
goals may range for initial understanding and
skills development to application of acquired

Table 1. Stages of Concern. (Hall, George & Rutherford, 1979)

Concern Stage Learner concern

Impact Refocusing I have new ideas about how to use this knowledge

Collaboration I am concerned about relating what I am learning with

what others are doing with this knowledge

Consequence How will knowing this affect other things I know?

Task Management How do I manage this new knowledge?

Self Personal How does this new knowledge affect me?

Informational I would like to know more

Unrelated Awareness I am unaware of this body of knowledge