There is a large demand for the use of e-learning tools to support student learning, in\ud the form of distance or blended learning. The need for e-learning environment that encourages\ud learners to learn independently or in groups in virtual settings is crucial. Some\ud e-learning environments provide repositories of `resources¿. They neither facilitate a strategy\ud for learning or teaching, nor they guide students through the resources, and tutors in\ud constructing their courses.\ud E-learning environments need to incorporate pedagogical practices which support and\ud allow students to learn by removing any barriers that might inhibit their learning. Therefore,\ud one of the most important aspects in developing e-learning environments is defining\ud appropriate models where technology and pedagogy are integrated.\ud This thesis provides such a framework for developing e-learning applications; it aims to\ud make it easier for tutors to implement their lesson content and engage learners to achieve\ud the course objectives. The proposed model incorporates constructive alignment, assessment\ud and feedback and unlike other e-learning environments guides the tutor to construct\ud lessons and help learners to use effective learning environment. Furthermore, the thesis\ud investigates on how supported learning can help students adapt to the different approaches\ud to learning. The empirical work undertaken investigates the role of constructing a well\ud designed self-assessment and feedback unit within a learning environment
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