Overview

The purpose of this paper is to describe more recent conceptions of learning which differ from traditional conceptions of individualised thinking to a more collaborative and social approach towards learning. However, we recognize the merits of both individual and social levels of learning and cognition, and attempt to provide a balanced perspective. In this regard, we proposed four models of e-learning which are web-based and subsequently discuss design principles which can be generalized. We recognize that technology-rich learning environments require these design principles in order to facilitate the learning process.

1. Introduction

In the last two decades, interesting debates have arisen among proponents of individualised and social orientations to learning and cognition. The individualised orientations fall mostly within the constructivist school of thought; whereas the social orientations to learning spring from social cultural and more recently the situated perspective to learning and cognition. The two perspectives differ significantly; whereas, the former emphasizes qualitative change in how knowledge is constructed by individuals as a result of his or her interaction with the world; the latter is characterized by social participation, the setting of activities, and the important dimension of historical change over time within social communities and individuals. Although there can be heated differences over the epistemologies of the two camps, Hiebert et al. (1996) stressed that constructivism has a functional objective of what students take with them from the classroom (p. 17); whereas social cultural perspectives focus on a structural...