Gabriel, Martha A.

The demand-driven learning model as a standard for web-based learning

Digital Document

The advent of the Web and its rapid development from a text-only medium to an expanding multimedia communication system has offered new and diverse opportunities for learning at anytime and in any place. The technological revolution is challenging the common conceptions of the teaching-learning process as more and more training is being made available online. Given the ever-expanding range of possibilities presented with new technologies, educators must be proactive in the development and use of technology in the teaching-learning process. Educators should be the individuals who are dictating the technological needs required to facilitate the attainment of learning goals; they must become involved in the development process to ensure that it is the educational needs that are driving the development of technology, rather than the technology driving the educational process. Sadly, educators often have little experience and limited support when it comes to designing Web-based learning (WBL). Furthermore, extant models developed to guide this process often fail to address the specific needs of the adult learner. Unquestionably, for WBL to become a universally accepted and effective method of learning there must be standards and guidelines for its design, development, delivery, and evaluation. Moreover, these standards and guidelines need to align with specific learner needs and program goals.

The demand-driven learning model: A framework for web-based learning

Digital Document

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.

Evaluation of web-based educational programs via the demand-driven learning model: A measure of web-based learning

Digital Document

This report describes the development and testing of an online survey to assess Web-based learning (WBL) educational programs. This study extends theoretical work on the Demand Driven Learning Model (DDLM), and provides a test of validity for WBL programs in a variety of applied settings. Three research questions were addressed in this study: Is the DDLM survey valid and reliable? Is the DDLM structure supported in this case of real data? How do the WBL programs compare based on the DDLM? A description of the initial development and analysis of the measure is provided, followed by a description of three participating WBL programs. The process used to develop the model is offered as one example of a collaborative research environment used to construct an appropriate measurement system.

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