- Cumulative - low-level conditioning
- Assimulative - learning by addition
- Accommodative - learning that includes an element of unlearning or reformation
- Transformative - restructuring of a fundamental nature, e.g. of the personality
It is precisely because of these kinds of scenarios that networked learning needs to stand up and get promoted as an alternative vision for how learning and learners can benefit. Anyone involved in the educational enterprise has a duty to take a critical stance in respect to what is being passed off as 'e-learning'. A good place to begin in order to inform that critique would be the Manifesto written by Beaty et al. I know that is wishful thinking, especially in the face of assertive managerialist and cost/benefit-driven cultures. These cultures undermine education that aspires to learning that is more effective, not to say profound. But what will the real cost to society, organisations and individuals be if all the really important things we are supposed to be and know are 'learned' in such an impoverished way? How do people learn? Can we really load people with 'quick fix' or 'tick-box' learning and expect the same outcomes as we would from when we participate in "learning and teaching environments... that seek to encourage dialogue, exchange of ideas, intrinsic approaches to study and engagement." (Beaty et al 2002, p6)? I cant put a price on that.
Beaty L, Hodgson V, Mann S and McConnell D (2002) Towards e-quality in networked e-learning in higher education. [Online] Available at: http://csalt.lancs.ac.uk/esrc/manifesto.pdf.
Illeris K (2009) A comprehensive understanding of human learning. In: K. Illeris ed. Contemporary Theories of Learning. London; New York: Routledge. 7–20.