ql-align-justify">One common example of an e-learning practice is the use of Learning Management Systems (LMS) such as Google Classroom or Moodle. These platforms allow teachers to upload lessons, give assignments, and communicate with students online. In many situations, this kind of e-learning reflects a didactic or mimetic pedagogy, especially when it is mostly used for delivering information and requiring students to simply follow instructions. In this setup, learning can feel similar to the traditional classroom where the teacher talks and students listen, only now it happens through a screen. This matches what Freire describes as a more one-sided approach to education, where students mainly receive knowledge rather than actively shape it. However, Cope and Kalantzis explain in Conceptualizing e-Learning that e-learning should not be seen as just putting lessons online, but as part of a larger learning ecology where different tools, interactions, and learning experiences come together.

At the same time, e-learning can become much more powerful when it supports a transformative and reflexive pedagogy. Cope and Kalantzis highlight that digital learning environments can encourage collaboration, creativity, and deeper participation when students are given opportunities to interact, reflect, and create their own understanding. For example, when students engage in online discussions, work on projects together, or use multimedia tools to express ideas, learning becomes more authentic and meaningful. In this way, e-learning moves beyond imitation or simple content delivery and becomes transformative because it changes how students learn and how teachers guide them. Instead of being passive receivers, learners become active participants who think critically and take ownership of their learning process.

Cope, B., & Kalantzis, M. (n.d.). Conceptualizing e-learning. Neamathisi. http://neamathisi.com/_uploads/Conceptualizing-e-Learning.pdf

E-Learning as a Pathway to Transformative Pedagogy