responsible for recognising and judging patterns of information, organising data, constructing alternative perspectives, and representing new knowledge in meaningful
ways; the computer should perform calculations, store information, and retrieve it upon the learners command; and the teacher should coach or collaborate in the
knowledge construction process” Reeves, 1997.
The Laurillards conversational framework 1993 consisting of the discursive level, which supports the teacher’s didactic role, and the interactive level, which
supports teacher’s facilitative role, guiding the interaction between a teacher and a student. Laurillards discursive level explains how a teacher and a student describe
and redescribe conception for the topic goal supported by a multiple media environment provided by the teacher to the allow student to act on, generate and
receive feedback for the topic goal 1993. The trust relationship between a teacher and students is considered very important to conduct ongoing dialog to support
constructive and meaningful feedback. How the teacher supports Laurillards interactive level has been described in section 2.4.6 above.
1.18.9. Metacognitive Support
According to Flavell 1979 in Reeves, 1997, metacognition is a learner’s awareness of objectives, ability to plan and evaluate learning strategies, and capacity
to monitor progress and adjust learning behaviours to accommodate needs. Reeves 1997 argues that metacognitive support to provide students in learning to learn can
be designed in Web-based learning environment. Laurillards interactive level which provide opportunities for student
reflection, which has been explained in the section 2.4.6 above, may also give metacognitive support for the students.
1.18.10. Knowledge and Skills
According to Reeves the first class of variables of academic achievement is knowledge and skills Reeves, 1997. Winn and Snyder argue that cognitive
psychology has enriched the understanding of the mental states resulting from learning through including constructs such as propositions, schema, rules, and skills
Winn et al., 1996 in Reeves, 1997. As has been explained in section on task ownership category above, Web-
based instruction may enhance the transfer of knowledge and skills through
emphasising students’ authentic tasks Khan, 1997 in Reeves, 1997. Laurillards interactive level, which provides opportunities for student to undertake authentic task,
has also been explained in section 2.4.6 above.
1.18.11. Mental Models
Appropriate mental models can be used to interpret new information, assimilate new information back into those models, reorganise the models in light of
the newly interpreted information, and use the newly aggrandised mental models to explain, interpret, or infer new knowledge Norman, 1983 in Reeves, 1997. Winn
and Snyder define mental models as “the mental structures we use to understand systems and solve problems arising from the way systems work
” Winn et al., 1996, p.123 quoted in Reeves, 1997. Reeves 1997 argues that developing robust mental
models, which can be ‘run’ and ‘rehearsed’, is an important outcome in higher education.
1.18.12. Higher Order Outcomes
