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Educational Theory DOES APPLY to Online Learning - Using the Recursive Model for Knowledge Development in Virtual Environments along with the related measurement tool - Virtual Learning Environment Survey (VLES)
PROCEEDINGS

, Southeastern Louisiana University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

For educators that endeavor to develop effective learning practices in the new cyber landscape, the changed teacher and learner roles in virtual environments should be central to the design of responsive virtual learning environments. To do this, basic assumptions about appropriate teaching and participant learning roles in these virtual settings must first be defined, how the intentions of these roles guide practice in virtual learning spaces must then be described, and measures of the degree to which these roles are present in virtual classrooms must be developed. Adams’ (2007) Recursive Model for Knowledge Development in Virtual Environments provides a framework for the roles of teachers and learners within virtual instructional environments. This presentation reflects the development of the Virtual Learning Environment Survey (VLES), based on the three dimensions of teaching assumptions that drive practices included in Adams’ model. This survey may be used to measure the presence

Citation

Adams, N. (2014). Educational Theory DOES APPLY to Online Learning - Using the Recursive Model for Knowledge Development in Virtual Environments along with the related measurement tool - Virtual Learning Environment Survey (VLES). In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 19-21). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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