From e-reading to e-learning : a pedagogical framework for online learning

E-learning is regarded as highly suited for higher education and there has been a rapid development of online marketing courses to meet demand. Critics suggest many online courses rely on narrative text with little opportunity for teacher and peer interaction (ereading). The marketing literature calls for further understanding of pedagogical underpinnings to e-learning. A conceptual framework is synthesised from education literature and informed by the author’s experience in online marketing education. The framework identifies the need to scaffold teaching and learning activities by providing concepts, application of concepts, and engaging students by ‘learning-by-doing’ (e-learning). In this process, the role of the students and teachers and tasks become student-centred, thus facilitating deep learning