Models for Web-based Education: Have We Forgotten Lessons Learned

The fact that for the first time a virtual university has been formally accredited is taken as a starting point for the discussion about reasons for introducing this educational format. A further growth in such initiatives is predicted. But at the same time, arguments are put forward urging care in adopting this educational format. Two major issues are dealt with: (i) why an institute should extend its educational approach with web-based education and (ii) to what extent the adoption of web-based education is in line with the education format adopted thus far. Congruency in educational formats should be strived for, as should careful planning in introducing innovative educational formats that are not yet consistent with the educational approaches adopted thus far. Examples of educational models and the ways that they are mirrored in web-based education are discussed. Three stages in the overall innovation process are distinguished: substitution, optimization and transformation. Although information and communication technology has the potential to support the final transformation stage, care must be taken to ensure that the dominant educational model that is adopted in current education is congruent with the innovation aimed for