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Creator |
ddfea09c87321f113cbedc1a102b844b |
51304 |
Creator |
ext-156340021325e41dab6b0d6a63c0e3f6 |
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Date |
1999 |
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Is Part Of |
repository |
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Is Part Of |
pb4a13a6fdcdd8ff53d3b74d2153267d7 |
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abstract |
Virtual universities and virtual learning environments are becoming increasingly accessible
to faculty wishing to develop Web-based courses. They can provide a convenient cognitive
framework to assist educators in moving towards new technology-based teaching methods.
The University of Strathclyde has developed a series of faculty development workshops
based around the conceptual model of Clyde Virtual University (http://cvu.strath.ac.uk)
in an attempt to promote cultural change within the institution. The virtual university,
whilst providing examples of good practice in the use of the new technologies, is
also used as a delivery medium for the courses themselves, and as a place where participants
can communicate with each other and archive their own materials. This paper explains
the necessity for such a conceptual framework to overcome barriers faculty face in
developing Web-based materials. It describes the Clyde Virtual University and the
way in which innovative approaches to teaching, learning, and assessment in a virtual
setting can aid the development of a fully professionalized teaching force in higher
education. |
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authorList |
authors |
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status |
peerReviewed |
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volume |
7 |
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type |
AcademicArticle |
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type |
Article |
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label |
Littlejohn, A. and Sclater, N. (1999). The Virtual University as a Conceptual
Model for Faculty Change and Innovation. Journal of Interactive Learning Environments,
7 pp. 209–226. |
51304 |
label |
Littlejohn, A. and Sclater, N. (1999). The Virtual University as a Conceptual Model
for Faculty Change and Innovation. Journal of Interactive Learning Environments,
7 pp. 209–226. |
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Title |
The Virtual University as a Conceptual Model for Faculty Change and Innovation |
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in dataset |
oro |