The Recursive Knowledge Development Model for Virtual Environments - Teaching through Multi-User Virtual Environments - page 22

Figure 1. Recursive developmental learning models

knowledge to the ultimate goal of creating new,
often locally developed knowledge to address
complex real world problems. The description
for the beginning, mid and ultimate goals on this
recursive continuum are:

through use in applied contexts. Through
these applied contexts, new constructions
may emerge or 'holes' in knowledge may
emerge. The knowledge generation phase
gives rise for a recursion of the process by
exposing new areas of need for knowledge
acquisition. (1) Knowledge Acquisition: Refers to the users

initial student contact with the knowledge
base. This often involves an interaction be-
tween the learner's pre-existing framework
of understanding and exposition to new
knowledge structures.
(2) Knowledge Application: Refers to the
process of building and combining concepts
through their use in the performance of
meaningful tasks.
(3) Knowledge Generation: Refers to the
testing and tuning of conceptualizations

Knowledge Authority: The Changing
Teacher-Student Relationship

Vygotsky (1978) discusses the gradual release
of knowledge from teacher or knowledgeable
other to student or learner. Uniquely in the online
environment, students are initially invested with
the authority to move freely throughout the virtual
environment. This may be controlled by timed
offering of certain material and certain activities