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The demand-driven learning model: A framework for Web-based learning
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Internet and Higher Education Volume 4, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This paper reviews recent philosophical debate surrounding the future role and activities of universities in a technological society. In this text, an argument is put forward for academics to take a proactive role in the development and use of technology in the teaching process. For a large segment of the population (working adults) traditional universities have designed, or will need to design, new learning models in order to meet consumer demands. This paper presents the demand-driven learning model (DDLM) as one response to this need. The DDLM was developed as a collaborative effort between academics and experts from private and public industries. A significant contribution of the DDLM is that it provides an explicit statement of a high-quality standard of Web-based learning (WBL); this is defined as Superior Structure. The DDLM is founded in customer demands for quality content, delivery, and service that lead to desired learner outcomes. Prior to presenting this model, a critical review of the pertinent literature in the field of WBL will be presented.

Citation

MacDonald, C.J., Stodel, E.J., Farres, L.G., Breithaupt, K. & Gabriel, M.A. (2001). The demand-driven learning model: A framework for Web-based learning. Internet and Higher Education, 4(1), 9-30. Elsevier Ltd. Retrieved October 21, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S1096-7516(01)00045-8

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