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Model-Facilitated Learning Environments: The Pedagogy of the Design

Model-Facilitated Learning Environments: The Pedagogy of the Design

Glenda Hostetter Shoop, Patricia A. Nordstrom, Roy B. Clariana
Copyright: © 2008 |Pages: 17
ISBN13: 9781599047232|ISBN10: 1599047233|ISBN13 Softcover: 9781616926663|EISBN13: 9781599047256
DOI: 10.4018/978-1-59904-723-2.ch002
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MLA

Shoop, Glenda Hostetter, et al. "Model-Facilitated Learning Environments: The Pedagogy of the Design." Understanding Online Instructional Modeling: Theories and Practices, edited by Robert Z. Zheng and Sharmila Pixy Ferris, IGI Global, 2008, pp. 18-34. https://doi.org/10.4018/978-1-59904-723-2.ch002

APA

Shoop, G. H., Nordstrom, P. A., & Clariana, R. B. (2008). Model-Facilitated Learning Environments: The Pedagogy of the Design. In R. Zheng & S. Ferris (Eds.), Understanding Online Instructional Modeling: Theories and Practices (pp. 18-34). IGI Global. https://doi.org/10.4018/978-1-59904-723-2.ch002

Chicago

Shoop, Glenda Hostetter, Patricia A. Nordstrom, and Roy B. Clariana. "Model-Facilitated Learning Environments: The Pedagogy of the Design." In Understanding Online Instructional Modeling: Theories and Practices, edited by Robert Z. Zheng and Sharmila Pixy Ferris, 18-34. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-723-2.ch002

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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.

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