This document discusses several models of e-learning: - Early models focused on the role of technology in providing content and access, while more recent models emphasize instructional design. - The Demand Driven learning model was developed in Canada and discusses learning management systems, content, and services, seeing technology as a tool to achieve learning outcomes. - The Strategic e-learning model places the learner at the core and explores how students interact with complex e-learning environments. - The Funnel model incorporates curriculum development, learner analysis, technology, instructional design, and administration into e-learning implementation. - The e-learning technology acceptance model focuses on how user perception of technology usefulness and ease of use

1. Models of e-learning
Dr. Sushma N Jogan
Assistant Professor,
Dept. of Education,
VSKUB
email: snjogan.jogan@gmail.com

2. What are models of e-learning?
• There are different types of models of e-learning based on which the term
e-learning is developed and came into existence.
• Engelbrecht (2003) states that e-learning models began as mere replication
of classroom instruction, but have evolved to those that integrate
technology and pedagogy.
• There are early models focused on the role of technology in providing
content, access and electronic services.
• More recent models have emphasized the instructional design of the e-
learning instruction.
• Not only models there are theories to understand
e-learning in a better way.

3. 1. Demand Driven learning model

4. • This model was developed in Canada as a Collaborative
effort between academics and experts from private and public
industries.
• Developed by MacDonald et al. 2001
• It discusses the LMS, contents and services.
• The technology is a support or a tool to achieve the desired
learning outcomes.
• Primary goal is to encourage academics to participate actively
in teaching process.
• Also highlights the importance of realizing the changing
needs of learners and instructors as well as pedagogical
changes.
Demand Driven learning model

5. 2. Strategic e-learning model

6. • Contributed by Weinstein
• Focused on students as active, self-determined individuals who process
information and construct knowledge.
• It explores the need of online learners experience and their problems
Which they may have never encountered in traditional environments.
• The model has the learner at its core and around the core are 3
interactive components: Skill, Will and Self-regulation.
• This instrument provides a diagnostic instrument for e-learning
researchers, system designers, curriculum developers and instructors to
evaluate.
• Further it can be used to profile how students interact with the complex
e-learning environments when they are involved with internet-based
learning.
Strategic e-learning model

7. • It enhances all different models into one and
applies synchronously and asynchronously to
E-learning implementation.
• Successful implementation of E-learning can
only be achieved by joining three interrelated
components.
• Funnel model takes curriculum or materials
development together with beneficiaries‘
analysis when implementing E-learning.
• The Funnel Model pays attention to usability
and availability of technology to ensure that
technology matches instructional design of
the teaching materials.
• The Funnel Model also incorporates
administration, which encompasses
governance and finance, being aware that
sustainability of any system depends on its
management.
3. (Funnel model) for implementing e-
learning

8. 4. e-learning technology acceptance model
(TAM)
• The popular model in implementing e-learning
technology is this model.
• It is based on the premise that both student’s
perception of e-learning use and its perceived
usefulness affect users’ intention.
• it focuses on the use of e-learning technology for
content management.
• It has 3 components helps to cover the weakness
of theory based model.
• It is developed by Davies in 1989

9. Community of inquiry model
• Developed by Garrison and Anderson 2003.
• Its purpose is to provide a framework to support
an educational experience.
• A community of inquiry provides the
environment in which learners can take
responsibility for and control their learning
through interaction.
• Cognitive presence: extent to which learners
are able to construct- HOT skills.
• Social presence: the ability of participants in a
community of inquiry to project themselves
socially and emotionally .
• Teaching presence: the design, facilitation
and direction of cognitive and social processes
for the purpose of meaningful and educationally
worthwhile learning outcomes.

11. Laurillard’s conversational model - 2002
• The model is developed from the work of
VYGOTSKY 1962 (Social interaction)
• The focus is on the student learning and
the characteristics of the design
development and delivery that ensure an
effective course.
• Laurillard suggests that learning is based
on the teacher helping the student to
conceptualise the teacher’s model of the
subject through discussion and
negotiation.
• This model is one of the helpful model
for teaching and learning process.

12. Laurillard’s conversational model - 2002

13. Laurillard’s conversational model - 2002

14. Laurillard’s conversational model - 2002