The Recursive Knowledge Development Model for Virtual Environments - Teaching through Multi-User Virtual Environments - page 24

problems that have somewhat predictable
outcomes. Collaboration among students
often reinforces this process. The design
of presentations or web pages that demon-
strate a construction and application of the
knowledge under investigation are appro-
priate virtual learning tools. These student
products may be included for review as part
of the virtual environment and serve to de-
velop student ownership of course content,
which is critical to fostering knowledge
generation among students. The posted
presentations demonstrate their knowledge
and investment in the learning activities and
ultimately their ownership of the knowledge.
These constructions also allow the teacher
to uncover common misconceptions about
the knowledge base and facilitate discus-
sion about these misconceptions to increase
knowledge. Collaborative environments
such as chat, threaded discussion boards,
instant messaging and other collaborative
tools are useful.
(3) Knowledge Generation: A different level
of discovery learning may be employed for
fostering knowledge generation. Student
ownership of this process is critical. Student
brainstorming of problems to be solved
creates the context for this ownership.
Collaboration is critical among students
and between students and faculty. Private
discussion forums that foster risk taking
may aid this process. As with knowledge
application, collaborative environments such
as chat, threaded discussion boards, instant
messaging and other collaborative tools are
useful. The design of presentations or web
pages that demonstrate new construction
and application of the knowledge under
investigation are appropriate virtual learning
tools. These student products should be pro-
vided space for private development either
by singular students in collaboration with
faculty or within student groups with faculty

collaboration. The final projects should be
included as part of the virtual environment
and may be the capstone discussion activity
of the learning cycle. These projects may
easily reveal new areas of knowledge for
exploration and may serve as the catalyst
for another recursive learning cycle.

Figure 2 combines the dimensions of Knowl-
edge Approach, the teacher-student relationship
with regards to Knowledge Authority and Teach-
ing Approach to demonstrate the recursive and
scaffolded design for creation of virtual learning
environments. At this time, the author would like
to offer a practical observation. In the context of
course progression found in most learning insti-
tutions, these progressive knowledge approaches
may occur repeatedly during one course or learning
unit, or may stretch across two or more learning
units or courses. The focus is to insure that all levels
of knowledge engagement should be considered
when creating complete knowledge transfer and
foster ownership.
To further investigate the model, over a period
of 2 years, the Virtual Learning Environment
Survey (VLES) was developed to collect student
perceptions of virtual learning environments re-
garding these three assumed dimensions of teach-
ing. The factor analysis results are consistent with
the Recursive Model for Knowledge Development
in Virtual Environments (Adams, DeVaney &
Sawyer, 2009). Student perceptions substantiated
concerns that aligned with the dimensions of
Knowledge Authority, Teaching Approach, and
Knowledge Approach. This ongoing research
intends to investigate and describe teacher beliefs
and intentions as they design virtual learning
environments to discover whether their concerns
align with these same dimensions.
In summary, regardless of the modern or
postmodern view held by the teacher and the
learner and the assumptions about knowledge
structure each reflects, student engagement is
central to the learning process. The instructional