K-20 Learning along a Novice to Expert Continuum in Online Learning Environments

View Sample PDF

Author(s): David D. Carbonara (Duquesne University, USA)
Copyright: 2013
Pages: 17
Source title: Handbook of Research on Teaching and Learning in K-20 Education
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-4249-2.ch036

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

Purchase

View K-20 Learning along a Novice to Expert Continuum in Online Learning Environments on the publisher's website for pricing and purchasing information.

Abstract

Online learning environments are offered in many modalities for many subjects. Students enter the environment as a novice and hopefully exit as more of an expert. The environment could be designed under a technological pedagogical content knowledge paradigm that uses specific technologies to present specific information to the student. Problem solving activities are embedded in the learning to provide experiences for the student to assimilate and accommodate the knowledge and to use it to solve authentic problems. As the problems increase in complexity, one can measure the growth of knowledge along a novice to expert continuum.

The IRMA Community

Research IRM

K-20 Learning along a Novice to Expert Continuum in Online Learning Environments

Purchase

Abstract

Related Content

IRMA Sponsors