Abstract

E-learning has become an important component in off campus university education in recent years, but often, students experience e-learning environments characterised by online delivery of print-based materials supported by optional audio lectures with, perhaps, some supportive elements such as formative assessment tasks and communications tools. The adoption of generic e-learning tools and web delivery templates by providers contributes to content dumping whereby linear approaches to knowledge acquisition and skills development (such as those found in text based learning materials) are replicated rather than replaced by multi-functional, interactive, customised e-learning materials. Identifying low cost content based alternative design approaches utilising established understandings of multiple intellegences could improve the pedagogical effectiveness of e-learning.