Year: 2004
Type: article
Abstract: This review is designed to inform practitioners, policy developers and other stakeholders who want to reflect more deeply upon their practice or gain a greater understanding about how theory and practice can be mapped together. This review reveals the pedagogic and pragmatic assumptions underlying a range of approaches to e-learning, classified into three broad areas. Proposes a principle of constructive alignment to ensure practice models are based on relevant theoretical frameworks.
Authors: Terry Mayes, Sara de Freitas
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2757009737