Design-patterns and design-principles represent two approaches, which elicit design knowledge from successful learning environments and formulate it as design guidelines.
In addition to promoting self-regulated learning, successful learning environments facilitate students' cognitive transfer skills by taking into account their individual needs and preferences (Ford, Smith, Weissbein, Gully, & Salas, 1998; McCrudden, 2011; Sasson & Dori, 2012).
The resources for a successful learning environment can no longer be limited to traditional training programs.
In the 2009 Master Facilities Plan, the District of Columbia Public School system identified the classroom as the primary component instrumental to a successful learning environment.
Hence, the question "Which specific design characteristics actually characterise successful virtual learning environments?" is of specific interest for training and development practice.
The items are grouped according to Collins' model into the factors modelling, coaching, articulation, exploration with the addition of an element about the creation of a safe learning environment as this has been associated with successful learning in clinical environments [ 8] (see Additional file 1).
Learner engagement has been considered to be an important factor for successful learning in multimedia learning environments, which include digital game-based learning (DGBL).
The challenges associated with virtual schooling include the conclusion that the only students typically successful in online learning environments are those who have independent orientations towards learning, highly motivated by intrinsic sources, and have strong time management, literacy, and technology skills.
We further point out that modules of cross-cultural communication can be successful in 'in vitro' learning environments provided that they are made more real, meaningful and memorable by lifting activities off the printed page and by exploiting digital technologies that allow 7 days/24 hours access to knowledge.Conclusion.
Additionally, research shows that, "for blended learning environments to be successful, it is important to structure the face-to-face and the online portions of the learning experience so that they coherently support one another" [ 22].
- Support development of a cluster-based, peer support system such that model schools, or those more successful in creating innovative, high-quality learning environments, act as models and mentors to schools in other districts.
