The Recursive Knowledge Development Model for Virtual Environments - Teaching through Multi-User Virtual Environments - page 25

Figure 2. Recursive model for knowledge development in virtual environments

strategies for fostering internalization in a virtual
environment are critical to the learner's strategic
use of the knowledge. The ways in which the
transfer of knowledge is gradually released to
become internalized knowledge often occurs in
the interactions between the facilitator of learn-
ing and the learner. The notion of scaffolding of
instructional strategies that support the transfer
of the knowledge is paramount to the goal of
knowledge development and ultimately knowl-
edge generation. Educational theory that has been
accepted for traditional learning environments
should provide guidance as we seek to construct
rich virtual learning environments that create
whole learning experiences. Thus, instructional
strategies and fertile learning environments that
address the entire range of student learning likes,
needs and concerns must be considered.

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Bloom, B. S. (1956). Taxonomy of Educational
Objectives, Handbook 1: The Cognitive Domain .
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Bruner, J. (1966). Toward a Theory of Instruction .
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Fuller, F. F. (1970). Personalized education for
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The University of Texas at Austin, Research and
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Gardner, H. (1993). Multiple Intelligences: The
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Hall, G. E. George, A., & Rutherford, W.L. (1979).
Measuring stages of concern about the innova-
tion: A manual for use of the SoC Questionnaire
(Report No. 3032). Austin: University of Texas
at Austin, Research and Development Center for
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ReFeReNCeS

Adams, N. B. (2004). Digital intelligence fostered
by technology. The Journal of Technology Stud-
ies , 30 (2).