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Challenging the five-stage model for e-learning: a new approach

By Pam Moule

Abstract

The five‐stage approach to e‐moderating has provided a coherent model upon which to base online learning design in higher education. However, despite its growing popularity, there are concerns that the model is becoming a dominant discourse, being adapted as a template for the design of all online teaching and learning, to the exclusion of other ideas. It is suggested that the five‐stage model may not be the panacea it appears and alternative models of e‐learning cannot be ignored. This paper reviews the five‐stage model and contrasts it with a new conceptual model, ‘the e‐learning ladder’, conceived as part of research with healthcare students in the higher education setting

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: Taylor and Francis Ltd
Year: 2007
DOI identifier: 10.1080/09687760601129588
OAI identifier: oai:generic.eprints.org:713/core5

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