| The Traditional Model |
The JKITM 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 |
About
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