Is E-learning Based On Learning Theories? A Literature Review
E-learning aims to build knowledge and skills in order
to enhance the quality of learning. Research has shown that the
majority of the e-learning solutions lack in pedagogical background
and present some serious deficiencies regarding teaching strategies
and content delivery, time and pace management, interface design
and preservation of learners- focus. The aim of this review is to
approach the design of e-learning solutions with a pedagogical
perspective and to present some good practices of e-learning design
grounded on the core principles of Learning Theories (LTs).
[1] A. P. Rovai, " A constructivist approach to online learning", The Internet
and Higher Education, vol. 7, no. 2, pp. 79-93, 2004.
[2] D. J. Jarc, "Assessing the Benefits of Interactivity and the Influence of
Learning Styles on the Effectiveness of Algorithm Animation using Web-
Based Data Structures Courseware", PhD Dissertation, George
Washington University, May 1999.
[3] J. L. Ross and R. A. Schulz, "Using the World Wide Web to
Accommodate Diverse Learning Styles", College Teaching, vol. 47, no.
4, pp. 123-129, 1999.
[4] M. Aase and F. Kurfess, "Utilizing learning styles for interactive
tutorials", Proceedings of the 4th IEEE International Conference on
Advanced Learning Technologies, pp. 828-830, Aug. 2004.
[5] H. Gardner, Intelligence Reframed: Multiple Intelligences for the 21st
Century. New York: Basic Books, 1999.
[6] C.B. Teo and R.K.L. Gay, "A Knowledge-Driven Model to Personalize
e-Learning" ACM Journal of Educational Resources in Computing, vol.
6, no. 1, pp. 1-15, Mar. 2006.
[7] M.D. Lytras and N. Pouloudi, "E-learning: Just a waste of time", In
Proceedings of the Seventh Americas Conference on Information
Systems, pp. 216 -222, Aug. 2001.
[8] P.R. Polsani, "Use and abuse of reusable learning objects", Journal of
Digital Information, vol. 3, no. 4, 2003.
[9] C. Dalsgaard, "Pedagogical quality in e-learning - Designing e-learning
from a learning theoretical approach", E-learning and education, vol. 1,
no. 1, February 2005.
[10] A. P. Rovai, "Building sense of community at a distance", International
Review of Research in Open and Distance Learning, vol. 3, no. 1, pp. 1-
16, Apr. 2002.
[11] K. Cercone, "Characteristics of adult learners with implications for
online learning design", AACE Journal, vol. 16, no. 2, pp. 137-159,
2008.
[12] G. McCalla, "The ecological approach to the design of E-learning
environments: Purpose-based capture and use of information about
learners", Journal of Interactive Media in Education, vol. 7, 2004.
[13] S. Chee, "Distance education and e-learning in the digital age: Critical
considerations", Intelligent Virtual World: Technologies and
Applications in Distributed World Environments, pp. 289-308, 2004.
[14] J. M. Keller, "Motivational design of instruction", Instructional design
theories and instruction: An overview of their current status, pp. 383-
429, 1983.
[15] J. M. Keller and K. Suzuki, "Use of the ARCS motivation model in
courseware design", Instructional design for microcomputer
courseware, pp. 401-434, 1988.
[16] G. Siemens, "Learning management systems: the wrong place to start
learning", Elearnspace, 2004. Retrieved from
http://www.elearnspace.org/Articles/lms.htm [07 April 2010].
[17] E. L. Thorndike, Educational psychology: The psychology of learning.
New York: Teachers College Press, 1913.
[18] I. P. Pavlov, Conditioned reflexes. London: Clarendon Press, 1927.
[19] B. F. Skinner, About behaviorism. New York: Knopf, 1974.
[20] T. L. Good and J. E. Brophy, Educational psychology: A realistic
approach (4th ed.).White Plains, NY: Longman, 1990.
[21] D. P. Ausubel, Educational psychology: A cognitive view. New York:
Holt, Rinehart & Winston, 1974.
[22] F. I. M. Craik and R. S. Lockhart, "Levels of processing: A framework
for memory research" Journal of Verbal Learning and Verbal Behavior,
vol. 11, no. 6, pp. 671-684, Dec. 1972.
[23] F. I. M. Craik and E. Tulving, "Depth of processing and the retention of
words in episodic memory", Journal of Experimental Psychology:
General, vol. 104, no. 3, pp. 268-294, Sep. 1975.
[24] N. Stoyanova and P. Kommers, "Concept mapping as a medium of
shared cognition in computer-supported collaborative problem solving",
Journal of Interactive Learning Research, vol. 13, pp. 111-133, 2002.
[25] D. P. Schulz and S. E. Schultz, A History of Modern Psychology. San
Diego, CA: Book World Promotions, 2002.
[26] P. A. Cooper, "Paradigm shifts in designing instruction: From
behaviorism to cognitivism to constructivism", Educational Technology,
vol. 33, no. 5, pp. 12-19, 1993.
[27] B. G. Wilson, "Reflections on constructivism and instructional design",
Instructional development paradigms, pp. 63-80, 1997.
[28] C.C. Bonwell and J. A. Eison, Active Learning: Creating Excitement in
the Classroom. Washington, DC: George Washington University, 1991.
[29] C. Bonwell, "Building a supportive climate for active learning", The
National Teaching and Learning Forum, vol. 6, no. 1, pp. 4-7, 1996.
[30] L. G. Richards, "Promoting active learning with cases and instructional
modules", Journal of Engineering Education, vol. 84, no. 4, pp. 375-
381, Oct. 1995.
[31] L. Rubin and C. Hebert, "Model for active learning: Collaborative peer
teaching", College Teaching, vol. 46, no. 1, pp. 26-30, 1998.
[32] V. F. Hartman, "Teaching and learning style preferences: Transitions
through technology", VCCA Journal, vol. 9, no. 2, pp. 18-20, 1995.
[33] Y. Shang, H. Shi and S. S. Chen, "An intelligent distributed environment
for active learning", Journal of Educational Resources in Computing
(JERIC), vol. 1, no. 2, 2001.
[34] M. Ally, "Foundations of educational theory for online learning", Theory
and practice of online learning, pp. 3-31, 2004.
[35] M. Nichols, "A theory for eLearning", Educational Technology &
Society, vol. 6, no. 2, pp. 1-10, 2003.
[36] S.Cassidy, "Learning Styles: An overview of theories, models, and
measures", Educational Psychology, vol. 24, no. 4, pp. 419-444, 2004.
[37] A. Chamillard and R. E. Swardl "Learning styles across the curriculum"
Proceedings of the 10th Annual SIGCSE Conference Innovation and
Technology in Computer Science Education, pp. 241-245, 2005.
[38] H. J. Cha, Y. S. Kim, S. H. Park, T. B. Yoon, Y. M. Jung, and J. H. Lee,
"Learning style diagnosis based on user interface behaviour for the
customization of learning interfaces in an intelligent tutoring system",
Proceedings of the 8th International Conference on Intelligent Tutoring
Systems, Lecture Notes in Computer Science, vol. 4053, pp. 513-524,
2006.
[39] D. A. Kolb, Learning style inventory. Boston: McBerr, 1984.
[40] A. Paivio, Mental representations: A dual coding approach. Oxford:
Oxford University Press, 1986.
[41] G. A. Miller, "The magical number seven, plus or minus two: Some
limits on our capacity for processing information", Psychological
Review, vol. 101, no. 2, pp. 343-352, Apr. 1994.
[42] C. D. Holley, D. F. Dansereau, B. A. McDonald, J. C. Garland, and K.
W. Collins, "Evaluation of a hierarchical mapping technique as an aid to
prose processing", Contemporary Educational Psychology, vol. 4, no. 3,
pp. 227-237, July 1979.
[43] P. L. Smith and T. J. Ragan, Instructional design. New York: John
Wiley & Sons, 1999.
[44] C. J. Bonk and T. H. Reynolds, "Learner-centered web instruction for
higher-order thinking, teamwork, and apprenticeship", Web-based
instruction, pp. 167-178, 1997.
[45] J. W. Kalat, Introduction to psychology. Pacific Grove, CA: Wadsworth-
Thompson Learning, 2007.
[46] C. Vrasidas, "Issues of Pedagogy and Design in e-learning Systems",
ACM Symposium on Applied Computing, pp. 911-915, 2004.
[47] A.Pange, M.Dova and J.Pange, "The use of ICTs in early childhood
studies", E-Proceedings of Internatioal Conference on Information
Communication Technology, pp.319-323, 2006.
[48] W. Horton, E-learning by Design. San Francisco, CA: Pfeiffer, 2006.
[1] A. P. Rovai, " A constructivist approach to online learning", The Internet
and Higher Education, vol. 7, no. 2, pp. 79-93, 2004.
[2] D. J. Jarc, "Assessing the Benefits of Interactivity and the Influence of
Learning Styles on the Effectiveness of Algorithm Animation using Web-
Based Data Structures Courseware", PhD Dissertation, George
Washington University, May 1999.
[3] J. L. Ross and R. A. Schulz, "Using the World Wide Web to
Accommodate Diverse Learning Styles", College Teaching, vol. 47, no.
4, pp. 123-129, 1999.
[4] M. Aase and F. Kurfess, "Utilizing learning styles for interactive
tutorials", Proceedings of the 4th IEEE International Conference on
Advanced Learning Technologies, pp. 828-830, Aug. 2004.
[5] H. Gardner, Intelligence Reframed: Multiple Intelligences for the 21st
Century. New York: Basic Books, 1999.
[6] C.B. Teo and R.K.L. Gay, "A Knowledge-Driven Model to Personalize
e-Learning" ACM Journal of Educational Resources in Computing, vol.
6, no. 1, pp. 1-15, Mar. 2006.
[7] M.D. Lytras and N. Pouloudi, "E-learning: Just a waste of time", In
Proceedings of the Seventh Americas Conference on Information
Systems, pp. 216 -222, Aug. 2001.
[8] P.R. Polsani, "Use and abuse of reusable learning objects", Journal of
Digital Information, vol. 3, no. 4, 2003.
[9] C. Dalsgaard, "Pedagogical quality in e-learning - Designing e-learning
from a learning theoretical approach", E-learning and education, vol. 1,
no. 1, February 2005.
[10] A. P. Rovai, "Building sense of community at a distance", International
Review of Research in Open and Distance Learning, vol. 3, no. 1, pp. 1-
16, Apr. 2002.
[11] K. Cercone, "Characteristics of adult learners with implications for
online learning design", AACE Journal, vol. 16, no. 2, pp. 137-159,
2008.
[12] G. McCalla, "The ecological approach to the design of E-learning
environments: Purpose-based capture and use of information about
learners", Journal of Interactive Media in Education, vol. 7, 2004.
[13] S. Chee, "Distance education and e-learning in the digital age: Critical
considerations", Intelligent Virtual World: Technologies and
Applications in Distributed World Environments, pp. 289-308, 2004.
[14] J. M. Keller, "Motivational design of instruction", Instructional design
theories and instruction: An overview of their current status, pp. 383-
429, 1983.
[15] J. M. Keller and K. Suzuki, "Use of the ARCS motivation model in
courseware design", Instructional design for microcomputer
courseware, pp. 401-434, 1988.
[16] G. Siemens, "Learning management systems: the wrong place to start
learning", Elearnspace, 2004. Retrieved from
http://www.elearnspace.org/Articles/lms.htm [07 April 2010].
[17] E. L. Thorndike, Educational psychology: The psychology of learning.
New York: Teachers College Press, 1913.
[18] I. P. Pavlov, Conditioned reflexes. London: Clarendon Press, 1927.
[19] B. F. Skinner, About behaviorism. New York: Knopf, 1974.
[20] T. L. Good and J. E. Brophy, Educational psychology: A realistic
approach (4th ed.).White Plains, NY: Longman, 1990.
[21] D. P. Ausubel, Educational psychology: A cognitive view. New York:
Holt, Rinehart & Winston, 1974.
[22] F. I. M. Craik and R. S. Lockhart, "Levels of processing: A framework
for memory research" Journal of Verbal Learning and Verbal Behavior,
vol. 11, no. 6, pp. 671-684, Dec. 1972.
[23] F. I. M. Craik and E. Tulving, "Depth of processing and the retention of
words in episodic memory", Journal of Experimental Psychology:
General, vol. 104, no. 3, pp. 268-294, Sep. 1975.
[24] N. Stoyanova and P. Kommers, "Concept mapping as a medium of
shared cognition in computer-supported collaborative problem solving",
Journal of Interactive Learning Research, vol. 13, pp. 111-133, 2002.
[25] D. P. Schulz and S. E. Schultz, A History of Modern Psychology. San
Diego, CA: Book World Promotions, 2002.
[26] P. A. Cooper, "Paradigm shifts in designing instruction: From
behaviorism to cognitivism to constructivism", Educational Technology,
vol. 33, no. 5, pp. 12-19, 1993.
[27] B. G. Wilson, "Reflections on constructivism and instructional design",
Instructional development paradigms, pp. 63-80, 1997.
[28] C.C. Bonwell and J. A. Eison, Active Learning: Creating Excitement in
the Classroom. Washington, DC: George Washington University, 1991.
[29] C. Bonwell, "Building a supportive climate for active learning", The
National Teaching and Learning Forum, vol. 6, no. 1, pp. 4-7, 1996.
[30] L. G. Richards, "Promoting active learning with cases and instructional
modules", Journal of Engineering Education, vol. 84, no. 4, pp. 375-
381, Oct. 1995.
[31] L. Rubin and C. Hebert, "Model for active learning: Collaborative peer
teaching", College Teaching, vol. 46, no. 1, pp. 26-30, 1998.
[32] V. F. Hartman, "Teaching and learning style preferences: Transitions
through technology", VCCA Journal, vol. 9, no. 2, pp. 18-20, 1995.
[33] Y. Shang, H. Shi and S. S. Chen, "An intelligent distributed environment
for active learning", Journal of Educational Resources in Computing
(JERIC), vol. 1, no. 2, 2001.
[34] M. Ally, "Foundations of educational theory for online learning", Theory
and practice of online learning, pp. 3-31, 2004.
[35] M. Nichols, "A theory for eLearning", Educational Technology &
Society, vol. 6, no. 2, pp. 1-10, 2003.
[36] S.Cassidy, "Learning Styles: An overview of theories, models, and
measures", Educational Psychology, vol. 24, no. 4, pp. 419-444, 2004.
[37] A. Chamillard and R. E. Swardl "Learning styles across the curriculum"
Proceedings of the 10th Annual SIGCSE Conference Innovation and
Technology in Computer Science Education, pp. 241-245, 2005.
[38] H. J. Cha, Y. S. Kim, S. H. Park, T. B. Yoon, Y. M. Jung, and J. H. Lee,
"Learning style diagnosis based on user interface behaviour for the
customization of learning interfaces in an intelligent tutoring system",
Proceedings of the 8th International Conference on Intelligent Tutoring
Systems, Lecture Notes in Computer Science, vol. 4053, pp. 513-524,
2006.
[39] D. A. Kolb, Learning style inventory. Boston: McBerr, 1984.
[40] A. Paivio, Mental representations: A dual coding approach. Oxford:
Oxford University Press, 1986.
[41] G. A. Miller, "The magical number seven, plus or minus two: Some
limits on our capacity for processing information", Psychological
Review, vol. 101, no. 2, pp. 343-352, Apr. 1994.
[42] C. D. Holley, D. F. Dansereau, B. A. McDonald, J. C. Garland, and K.
W. Collins, "Evaluation of a hierarchical mapping technique as an aid to
prose processing", Contemporary Educational Psychology, vol. 4, no. 3,
pp. 227-237, July 1979.
[43] P. L. Smith and T. J. Ragan, Instructional design. New York: John
Wiley & Sons, 1999.
[44] C. J. Bonk and T. H. Reynolds, "Learner-centered web instruction for
higher-order thinking, teamwork, and apprenticeship", Web-based
instruction, pp. 167-178, 1997.
[45] J. W. Kalat, Introduction to psychology. Pacific Grove, CA: Wadsworth-
Thompson Learning, 2007.
[46] C. Vrasidas, "Issues of Pedagogy and Design in e-learning Systems",
ACM Symposium on Applied Computing, pp. 911-915, 2004.
[47] A.Pange, M.Dova and J.Pange, "The use of ICTs in early childhood
studies", E-Proceedings of Internatioal Conference on Information
Communication Technology, pp.319-323, 2006.
[48] W. Horton, E-learning by Design. San Francisco, CA: Pfeiffer, 2006.
@article{"International Journal of Business, Human and Social Sciences:61678", author = "Apostolia Pange and Jenny Pange", title = "Is E-learning Based On Learning Theories? A Literature Review", abstract = "E-learning aims to build knowledge and skills in order
to enhance the quality of learning. Research has shown that the
majority of the e-learning solutions lack in pedagogical background
and present some serious deficiencies regarding teaching strategies
and content delivery, time and pace management, interface design
and preservation of learners- focus. The aim of this review is to
approach the design of e-learning solutions with a pedagogical
perspective and to present some good practices of e-learning design
grounded on the core principles of Learning Theories (LTs).", keywords = "design principles, e-learning, Learning Theories", volume = "5", number = "8", pages = "1082-5", }
