Skip to main content Skip to navigation

Pedagogies for E-Learning

Use of the term "e-learning" can often imply that we are referring to something ‘different’ from other types of learning. Whether or not this is the case is a debateable issue. Is there a specific e-learning pedagogy? Does educational technology provide a notable ‘change’ in learning and teaching practice? Or are the underlying principles the same? Nationally and internationally, it is evident that learning technology is maturing as a field of research in its own right. The papers in this chapter attempt to capture this change in thinking and pose a number of questions for future development of e-learning. Interestingly, despite the diversity of perspectives presented, there seems to be an underlying message put forward by the authors. Whilst technology may provide new ways of approaching learning, and whilst it may also create specific issues and challenges, ultimately the principles being promoted are the same. Engaging students with material and facilitating interaction and reflection in order to provide an active, dynamic, supported and integrated approach to learning is the key driver – the use of technology is one way of striving to achieve an exciting set of additions to our reportoire of teaching and learning techniques.


The Changing Face of E-Pedagogy
Dr Jay Dempster, Centre for Academic Practice
First appeared in Interactions 23 Summer 2004

Is there an e-pedagogy of resource and problem-based learning
Mark Childs, Centre for Academic Practice
First appeared in Interactions 23 Summer 2004

E-Tutoring and Transformations in Online Learning
Hugh Denard, School of Theatre Studies
First appeared in Interactions Issue 20 Summer 2002

E-Learning: Some lessons learned
Laura Quigley, Warwick Business School
First appeared in Interactions Issue 17 Summer 2002