The purpose of this paper is to identify the pedagogical principles underlying the teaching and learning activities that constitute effective e-Learning.
Additionally, in order to deepen our understanding of current perceptions underlying current teaching practices in the field of gerontology, an interview with a semi-structured guide was administered to 10 students -5 from beginning semesters and 5 from advanced semesters- and to 5 teachers -one from each degree course.
The primary outcome of most of these studies was matched to the original learning objective underlying the teaching intervention (Kern et al. 1998); for examples see (Pederson et al. 2006; Sisson et al. 2006; Walsh et al. 2007); thus the finding of a significant effect of internet-based learning over no intervention is not surprising.
The underlying principle taught through this series of analogous experiences was that when electrons move between two electron carriers that differ in electron affinity as measured by their standard reduction potentials (E), there is a predictable standard free-energy change (ΔGo) that makes energy available to do work.
None of the studies included cited any specific theoretical instructional approach able to underlie their teaching technique during their training sessions.
Experience representation was done using a Group Technology classification concept that helps assign a primary-key for a Case Based Teaching underlying system.
Looking back, it is notable how many studies published in the area of educational technology – even those having a great impact on subsequent literature – pay little consideration to underlying pedagogies and teaching models.
In fact, a thorough definition of the construct underlying 'high quality teaching' is needed to create an evaluation tool and derive meaningful interpretations from the data obtained.
In spite of the importance of Poiseuille's law, students have difficulty understanding the physics and mathematics underlying it, and teaching it remains a challenge to both physics and physiology instructors (Carroll, 2001; Fairman et al., 2003; Kamela, 2007; Clifford, 2011).
This means that content on Socratic is written so students can learn the underlying concepts and teach themselves what they need to learn".
