Model-facilitated learning environments: The pedagogy of the design

Glenda Hostetter Shoop, Patricia A. Nordstrom, Roy B. Clariana

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

The purpose of this chapter is to discuss how instruction, technology, and models converge to create online model-facilitated learning environments. These instructional environments are designed in such a manner that the interaction with the model on the computer network is essential to the learning experience. The idea is to use these models to maximize the pedagogical power that helps students construct conceptual mental representations that lead to a greater degree of retention and overall recall of information. How students will act and learn in a particular environment depends on how the instructional designer creates the environment that maximizes their learning potential, considering the interrelationships between the learning experience, the technology, cognition, and other related issues of the learner.

Original languageEnglish (US)
Title of host publicationUnderstanding Online Instructional Modeling
Subtitle of host publicationTheories and Practices
PublisherIGI Global
Pages18-34
Number of pages17
ISBN (Print)9781599047232
DOIs
StatePublished - Dec 1 2007

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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