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

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

David D. Carbonara
Copyright: © 2013 |Pages: 17
ISBN13: 9781466642492|ISBN10: 1466642491|EISBN13: 9781466642508
DOI: 10.4018/978-1-4666-4249-2.ch036
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MLA

Carbonara, David D. "K-20 Learning along a Novice to Expert Continuum in Online Learning Environments." Handbook of Research on Teaching and Learning in K-20 Education, edited by Viktor Wang, IGI Global, 2013, pp. 614-630. https://doi.org/10.4018/978-1-4666-4249-2.ch036

APA

Carbonara, D. D. (2013). K-20 Learning along a Novice to Expert Continuum in Online Learning Environments. In V. Wang (Ed.), Handbook of Research on Teaching and Learning in K-20 Education (pp. 614-630). IGI Global. https://doi.org/10.4018/978-1-4666-4249-2.ch036

Chicago

Carbonara, David D. "K-20 Learning along a Novice to Expert Continuum in Online Learning Environments." In Handbook of Research on Teaching and Learning in K-20 Education, edited by Viktor Wang, 614-630. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4249-2.ch036

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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.

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