| Abstract: | The theoretical background and construct validity of Conceptual Level (CL) are summarized in order to provide the basis for deriving the CL matching model. The rationale for the CL matching model, which coordinates learner CL and degree of structure of educational approach, is described, and empirical support reviewed. A possible extension of the matching model based on coordinating learner “accessibility channels” with the form of presentation is summarized. Finally, a few problems in implementing matching models are noted. |
