Contact: Imad Moukadem

The fundamental issue that this research intends to explore is the impact that digital electronic libraries, and hence, virtual university facilities are likely to have on post-compulsory educational provision within the professional sector of the Lebanese community. Particular emphasis will be given to exploring the implications of realising the 'education on demand' and 'just-in-time' training paradigms through the utilisation of a distributed digital library system based on the use of a globally available digital information superhighway. A cyber cafe will be used as the medium for the delivery of the electronic resources. The server upon which the materials will be mounted (VUSIL) will be based within the cyber café that is owned and administered by the candidate.

Web-based training (WBT) is a method for the delivery of training, assessment and reference material via the Internet or an intranet. Like computer-based training (CBT), it is self-directed, self-paced and allows students to access training material on their own PCs. Unlike CBT, web-based training materials may be rapidly changed and delivered to students, without the cost and latency of creating and mailing CD-ROMs. Another important facet of WBT is that it allows for tracking of course use and assessing of users' progress, to better determine the success of the training course. In addition, WBT provides interactivity through on-line communication and multimedia techniques such as chat rooms, e-mail, discussion groups and audio/video sessions and presentations. Benefits of web-based training include: reduction of training expenses, reduction of training time, ease of delivery, ease of updating content, multimedia capabilities, controllable access, accessibility - anytime and anywhere.

A genuine virtual university has no physical place where people go to attend the classes. The classrooms are nowhere and everywhere at the same time. The professors are instructors and facilitators who are trained to use networking facilities to teach and lead interactive discussions. Also, the class materials, books and other products can be ordered via the phone or on the Internet. These books may be conventional paper-based publications or they may be electronic documents that exist within a digital library facility. These resources can be augmented by the use of email and other means of electronic communication such as video conferencing. The students and facilitators communicate with each other - just as they might if they were meeting in a student lounge, a library or during a professor's office hours. The emerging Internet technologies can be used to create online learning communities that are not restricted by geography.

The work of this research will involve identifying the needs of particular sectors of the Lebanese professional community and designing a prototype virtual university facility to meet these needs. Primarily, there will be one course developed; but if time permits, a second course will be made available. Courseware materials will be designed, implemented and evaluated. These materials will then be used as a vehicle for the creation of the prototype VUSIL and subsequently, as a basis for the empirical study of lifelong learning. As well as courseware creation, particular emphasis will be given to mechanisms for course accreditation, skill assessment and the mechanisms underlying the optional award of 'digital diplomas'. A critical evaluation of the advantages and limitations of the system will be made from two perspectives: those involved in using the system; and those who would be responsible for maintaining it.

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Barker, P.G., van Schaik, P. and Hudson, S.R.G., (1998). Mental Models and Lifelong Learning, Innovations in Education and Training International, 35(4), 310-318.

Brown, S., (1998). Reinventing the University, Journal of the Association for Learning Technology, 6(3), 30-37.