The Challenge of Designing Inquiry-Based Online Learning Environ- ments: Theory Into Practice Charlotte N. (Lani) Gunawardena, University of New Mexico

When learning is defined as knowledge transmission, the focus becomes the design of content rather than the design of the process of learning, which is reflected in the widespread practice of putting content on the Web. However, as Bransford, Brown, and Cocking (2000) have observed, “New developments in the science of learning raise important questions about the design of learning environmentsquestions that suggest the value of rethinking what is taught, how it is taught, and how it is assessed” (p. 131). These new developments in understanding learning are the foundations of constructivist and social constructivist learning principles.