K-A-RPE Model

K-A-RPE Model

Lawrence A. Tomei (Robert Morris University, USA)
Copyright: © 2008 |Pages: 5
DOI: 10.4018/978-1-59904-881-9.ch081
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Abstract

The phenomenon of distance-based learning has dramatically changed the direction and delivery of education in the past decade. Course Web sites, whether used as supplemental resources for face-to-face courses or as essential materials in an online course, have exploded since the mid-1990s. By the end of the millennium, higher education institution world-wide were racing to establish dominance on the distance education bandwagon.

Key Terms in this Chapter

Teacher-As-Learner: Candidates preparing to assume the instructional duties of the classroom teacher.

Teacher-As-Scholar: Professional leaders and those who serve as technology directors, coordinators, and IT specialists.

K-A-RPE Model (Research Level): Candidates investigate aspects of their chosen discipline in terms of attention from the literature and how the discipline impacts teaching and learning.

Teacher-As-Expert: Classroom teachers and building/campus-level technology facilitators.

K-A-RPE Model (Evaluation Level): Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers.

K-A-RPE Model (Practice Level): Candidates examine the tradition of teaching and learning that includes instruction, administration (hiring, staffing, management, etc.), and curriculum.

K-A-RPE Model (Knowledge Level): Mastery of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures). Knowledge is defined as the remembering/ recalling of appropriate, previously learned information.

K-A-RPE Model: Knowledge, application, and research, practice and evaluation.

K-A-RPE Model (Application Level): Candidates master technology-based skills for immediate inclusion into everyday instruction. The use of previously learned information in new and concrete situations to solve problems that have single or best answers.

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