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What is Course-Based Model

Chapter 17
Handbook of Research on Practices and Outcomes in Virtual Worlds and Environments
This model is based on the assumption that change in schools can be brought about by changing selected individuals within these schools, who will then successfully generate change in others to such an extent that the school itself will be transformed. It is the most common and widely accepted approach to teacher professional development.
Published in Chapter:
Teacher Professional Development through Virtual Campuses: Conceptions of a ‘New’ Model
Athanassios Jimoyiannis (University of Peloponnese, Greece), Maria Gravani (Open University of Cyprus, Cyprus), and Yiasemina Karagiorgi (Ministry of Education and Culture, Cyprus)
Copyright: © 2012 |Pages: 21
DOI: 10.4018/978-1-60960-762-3.ch017
Abstract
This chapter acknowledges the increasing impact of eLearning and the associated rise of Virtual Campuses (VCs) for Teacher Professional Development (TPD). On the basis of reported literature, in particular, deficiencies identified in Bell’s (1991) traditional “individual”, “group,” and “school development” approaches, the authors propose an alternative model for TPD delivered through VCs. In support of this “new” model, key issues underlying the VC paradigm in terms of the design and implementation of such environments are further discussed. In particular, the authors argue about the value and complications behind the adoption of this model and suggest principles supporting the design of such type of environments.
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