The Virtual University as a Conceptual Model for Faculty Change and Innovation

Littlejohn, A. and Sclater, N. (1999). The Virtual University as a Conceptual Model for Faculty Change and Innovation. Journal of Interactive Learning Environments, 7 pp. 209–226.



Virtual universities and virtual learning environments are becoming increasingly accessible to faculty wishing to develop Web-based courses. They can provide a convenient cognitive framework to assist educators in moving towards new technology-based teaching methods. The University of Strathclyde has developed a series of faculty development workshops based around the conceptual model of Clyde Virtual University ( in an attempt to promote cultural change within the institution. The virtual university, whilst providing examples of good practice in the use of the new technologies, is also used as a delivery medium for the courses themselves, and as a place where participants can communicate with each other and archive their own materials. This paper explains the necessity for such a conceptual framework to overcome barriers faculty face in developing Web-based materials. It describes the Clyde Virtual University and the way in which innovative approaches to teaching, learning, and assessment in a virtual setting can aid the development of a fully professionalized teaching force in higher education.

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  • Item ORO ID
  • 51304
  • Item Type
  • Journal Item
  • Keywords
  • technology-enhanced learning; e-learning; online learning; virtual university
  • Academic Unit or School
  • Institute of Educational Technology (IET)
  • Depositing User
  • Allison Littlejohn