There is a widely held belief in e-learning circles that pedagogy must come before technology. In this paper it is argued that, not only is that not true, but that it is a weak distinction as pedagogies, insofar as they represent a set of techniques and tools for learning, are as much technologies as the computers, forums, virtual classrooms and…

This article explores the applicability of interdisciplinary research on the implementation of technological innovations to the field of e-learning research. Arguing that there are important ways in which e-learning systems can be treated as "technological innovations," this article presents a review of several key theoretical and research design…

Many e-learning materials lack pedagogical principles and theoretical foundations. The great potential of activating learners and thus enriching learning experience is often unused in instructional software and online courses. Pedagogical theories like constructivist and action-orientated approaches should rather underlie the creation of new…

An important but often neglected aspect in Computer-Supported Collaborative Learning (CSCL) is the formation of learning groups. Until recently, most support for group formation was based on learner profile information. In addition, the perspective of ubiquitous computing and ambient intelligence allows for a wider perspective on group formation,…

Competence-based extensions of Knowledge Space Theory are suggested as a formal framework for implementing key features of personalised learning in technology-enhanced learning. The approach links learning objects and assessment problems to the relevant skills that are taught or required. Various ways to derive these skills from domain ontologies…