Toward a partnership model for Web-Based learning
Internet and Higher Education Volume 1, Number 3, ISSN 1096-7516 Publisher: Elsevier Ltd
The Partnership Learning Model was designed for a specific program with great market demand—Management Education and Training in the Advanced Technology Sector. The Model will be distinct through the combination of quality content, use of the most effective technology to support learning, and the development of co-operative partnerships in defining the quality of the program. Superior content, delivery and service are enabled through a partnership between the university and private industry. Both parties have distinct and valuable core competencies. The learning model addresses clients' perceived need for university accreditation, which is facilitated by university infrastructures providing a research focus, course delivery, and support. The learning model maximizes the value of core competencies and credibility in the advanced technology sector—relevant applicable content and the ability to raise funds to develop and deliver superior interactive content. The partnership model of learning combines the strengths of content experts from academia and private industry to ensure that all students, regardless of location will have the best possible learning experience.
MacDonald, C.J. & Gabriel, M.A. (1998). Toward a partnership model for Web-Based learning. Internet and Higher Education, 1(3), 203-216. Elsevier Ltd.
Cited ByView References & Citations Map
Colla MacDonald, University of Ottawa, Canada; Jan Donio, Executive Director, Council for Ontario Universities, Canada
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Colla J MacDonald, Emma J. Stodel & Lynn Casimiro, University of Ottawa, Canada
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An Online Dementia Care Training Program for Health Care Teams in Long Term Care Facilities: A Viable Solution for Improving Quality of Care and Quality of Life for Residents and Patients
Colla MacDonald, Emma Stodel & Lynn Casimiro, University of Ottawa, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2033–2043
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