These are conceptions about the functionalities (elements) of a learning environment. These conceptions can relate to the effectiveness or efficiency of specific features in a learning environment (e.g., tools) or to the environment as a whole (e.g., KABISA as a learning environment).
Published in Chapter:
Tropical Medicine Open Learning Environment
Geraldine Clarebout (University of Leuven, Belgium), Jan Elen (University of Leuven, Belgium), Joost Lowyck (University of Leuven, Belgium), Jef Van den Ende (Institute for Tropical Medicine, Belgium), and Erwin Van den Enden (Institute for Tropical Medicine, Belgium)
Copyright: © 2009
|Pages: 5
DOI: 10.4018/978-1-60566-198-8.ch318
Abstract
Educational goals have generally shifted from knowing everything in a specific domain to knowing how to deal with complex problems. Reasoning and information- processing skills have become more important than the sheer amount of information memorized. In medical education, the same evolution has occurred. Diagnostic reasoning processes get more strongly emphasized. Whereas previously knowing all symptoms and diseases was stressed, reasoning skills have now become educationally more important. They must enable professionals to distinguish between differential diagnoses and to recognize patterns of illnesses (e.g., Myers & Dorsey, 1994).