Pedagogical Models for E-Learning: A Theory-Based Design Framework

Abstract

This paper presents a theory-based design framework for E-Learning that emphasizes the transformative interaction between pedagogical models, instructional strategies, and learning technologies. I argue that situated or distributed cognition is an appropriate foundational knowledge perspective from which to derive pedagogical models and constructs for E-Learning and offers a theory-into-practice framework that characterizes the instructional implications of situated cognition and guides the design of E-Learning. Specific examples of how to apply this framework in E-Learning contexts are provided.

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