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The Traditional Model
Teacher/Instructor as expert
 
Teacher/Instructor as knowledge facilitator
Extensive knowledge of the subject matter Strategic knowledge of the subject matter
Bound by traditional instructional approaches
 
Unbound, innovative, instructional approaches
Lecture style - top down communications
 
Two-way learning style
Directed learning
 
Self-directed learning
Focus: what was, what is, what will be
 
Focus: what is, what can be
High academic performance standards imposed upon students
 
High academic performance standards guided and monitored by instructors
Standardized student evaluation schemes
 
Flexible/Individualized student evaluation scheme
Premium upon retention of information
 
Premium upon application of information
Recognition of book learning
 
Recognition of experimental learning
 
Promotes rational thinking
 
Promotes innovative thinking
Traditional programmes remain largely inaccessible to practitioners from distant universities or having work responsibilities
 
Highly promotional and largely accessible for distance learning
Set curriculum, which require continuing students to take course in already mastered skills
 
Flexible curricula tailored to student leaning and scheduling needs while maintaining high academic quality
Number of years required to successfully complete the programmes much more and student could lose motivation in mid-career
Allows for use of phased texts and programmes, thus permitting each student to progress at his/her pace
 
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