Journal of Research in Innovative Teaching - National University

Figure 4. Version 3 of the e2L 2009; Illustration by David Montes De Oca
This does not dismiss the importance of community interaction in the learning experience
(e.g., live discussions/chats, discussion threads, group projects). Rather, it highlights the reasons
that online learners choose to engage in online learning (from a higher education perspective): it
is the flexibility/ accessibility that student can do course work on their own time and not in the
confines of a traditional brick and mortar classroom group- setting (Johnson et al., 2005;
Eduventures, 2007). As such, the reality is that engagement with the material comes from a
framework of “self” first. This is where and why understanding learning styles and ensuring
audio, visual, and kinesthetic learning opportunities become increasingly important in the
development of online learning.
These additional components to the model and the reorganization of the existing
components provide an opportunity for easier understanding and application in online learning
development.
The e2L model has experienced three revisions since its development in 2003, and we
anticipate it will experience more as technological advances are made and we continue to learn
more about how we interact with technology and use it to learn (see Figure 4). The revisions, as
noted, have not been major but more an evolutionary process. The goal is to consistently be able
to offer an engaging online learning experience that easily demonstrates results with impact.
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