E-learning courses may vary in content and depth, and various courses are designed based on different viewpoints and techniques in learning. The past century has birthed various learning views, each used in different e-courses in today’s modern era. Currently, there are three learning architectures where these views are based, namely, receptive based on an information acquisition point of view, directive founded on a response strengthening view, and guided discovery rooted in the knowledge construction viewpoint.

Each of these is discussed in more detail below, together with ways on how each can be used in e-learning.

Receptive e-learning

Receptive e-learning focuses on providing information for the learner to process and absorb. As new information is presented, the learner is tasked to take up as much information as he can. This type of architecture is characterized by low learner interaction, especially with regards to the behavioral aspect, since it does not require the learner to respond to information being presented. Situations where this type of architecture is applicable are during orientations, overviews and simple presentations of information. Examples of such are linear video programs, animations and lectures presented in audio form. When presented in ways that encourage high psychological engagement and in a manner that piques the learner’s interest and attention, this method may be able to effectively impart knowledge and build motivation for the learner to discover more information on the topic.

Directive e-learning

Based on a response strengthening view, directive e-learning architecture is characterized by a pattern of “explanation-example-question-feedback.” Information is first presented and elaborated, then tests and practice exercises are conducted, followed by feedback where tests are evaluated and the results presented to the learner. Typically, lessons are arranged in a sequence where simple information is first presented, starting with skills that are easy to acquire. Evaluations are given before proceeding to more complex topics and skills, with frequent questions and feedback provided along the way.

The medium-level interactivity, together with its highly organized and structured method, makes this learning architecture most appropriate for learners who are new to a course’s content and skills. Basically, this step-by-step manner of instruction is also much applicable in building competence in various skills that the learner is required to perform in his field of practice in situations where they are called for.

Guided discovery e-learning

The third learning architecture, which is guided discovery, focuses on increased interaction between instructional methods and the learner’s cognitive processing. Guided discovery greatly emphasizes shared control between the learner and the instruction program. This way, the learner is required to have the initiative to discover what has to be done and seek out suitable tools and information to proceed. The high degree of interaction required increases knowledge construction by the learner and allows more significant integration of new information into prior knowledge.

Methods that are founded on this view greatly stimulate the learner’s cognitive processing and allow much more effective critical and analytical thinking. Mainly, guided discovery learning employs methods that immerse learners in situations that require problem solving skills. Common techniques employed are experiential learning situations like simulations, games and case-based scenarios.

For effective e-learning, a combination of these three architectures may be utilized depending on the goals and objectives of each course. Learning is possible using any of these, as long as they are used in ways that stimulate active knowledge construction. Using these three types of learning architectures, EHA’s course modules are designed to bring the learner a satisfying learning experience that stimulates cognition and encourages knowledge integration into various practice fields.