Review of e-learning theories, frameworks and models - Jisc

JISC e-Learning Models Desk Study
1. Is the model characterised by an analysis of the learning outcomes into subjectmatter
units?
2. Is the model characterised by active ownership of the learning and teaching
activities by the learners, producing task outcomes for feedback from tutors or
peers?
3. Is the model characterised by active discussion across groups of learners?
4. Is the model characterised by a focus on the development of real-world practice?
If it is possible to judge that an approach is primarily focused on the first, then it would
map onto the associationist/ISD strand. If the second is more characteristic then the
individual cognitive/constructivist pedagogy is dominant, while the third indicates a
major influence from the socio-cognitive tradition. Finally the fourth maps onto the
communities of practice approach. Of course, these are very high-level categories and
there will be several e-learning models that will be characterised by each of them.
Nevertheless, the following four clusters of e-learning models can be regarded as evolving
through the three lines of pedagogical thinking:
1. Subject matter focus (Associationist/ISD):
E-training, CBT, learning objects, some intelligent tutoring models.
2. Focus on individual-tasks, formative assessment and dialogue
(Cognitive/constructivist):
Dialogue models, Laurillard’s conversational model, most intelligent tutoring systems,
IMS Learning Design.
3. Focus on group tasks and discussion (Socially-mediated constructivist)
CSILE, Salmon’s e-tivities, DialogPlus
4. Focus on building communities of practice
The CSALT networked learning model
Terry Mayes & Sara de Freitas 24 of 43 Issue 1