The Future of University and Organizational Learning
Colla J. MacDonald (University of Ottawa, Canada), Emma J. Stodel (University of Ottawa, Canada) and Laura G. Farres (Douglas College, Canada)
Copyright: © 2005
In this article, we examine some of the issues surrounding the use of technology and how it may impact the future of university teaching and organizational training. We conclude that educators need to become proactive in the development and use of technology in the teaching process. To this end, and in an effort to address the concerns of learners and educators in the climate of online learning, we developed a framework - the Demand Driven Learning Model (DDLM) (MacDonald, Stodel, Farres, Breithaupt, & Gabriel, 2001). This framework is a timely response to rapid technological advances that may affect education and provides both support and guidance for educators in an effort to ensure the most serious challenges of e-learning are anticipated and met in practice. The development of a successful and comprehensive model provides a foundation for the design of future online courses and programs and will ultimately set the quality standard for e-learning.