The Traditional Model The IBMR 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