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

dc.creator	Pam Moule
dc.date	2007-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:46Z
dc.date.available	2015-08-12T11:17:46Z
dc.identifier	10.3402/rlt.v15i1.10911
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/9f07a8f6c8ba4016a0b22f3072f31853
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26459
dc.description	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.
dc.language	English
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10911
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 15, Iss 1 (2007)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Challenging the five-stage model for e-learning: a new approach
dc.type	article