e-Learning Theory or a shift in the teaching/learning paradigm?

Over the past term, I have come to reflect on the differences between learning in the traditional context and learning in the e-learning context. Up until recently, I had thought of online learning as a different mode for teaching the curriculum content, with some degree of students taking control over the learning process. One of the most important differences that I am now able to identify, is that when learning is taking place in the e-learning environment, 'the means by which the learning takes place changes the position of the learner in relation to the content/existing knowledge' (Andrews 2011, p.117). The social interaction that takes place within online learning communities allows us greater opportunities to reflect on our understanding of what we are learning, but probably more importantly, to be able reflect on and even critique the understanding of others within these communities, creating knowledge that is changing and evolving. The concept of 'transduction' as discussed in Andrews (2011) is an important characteristic of e-learning, as the process of presenting materials in a different mode than originally viewed, allows for active interpretation of the meaning rather than just the 'ingestion' of the materials. As the SAMR model guides us to provide transformative learning activities, transduction can be part of this transformative process as the learner reinterprets their understanding of the body of knowledge and shares this within their online communities.
The process of transduction was used when collaboratively developing the lessons for Project 600, but I am only now starting to realise the full implications and benefits of this process. Through this whole process, though, I am still undecided as to whether a new theory of e-learning is justified or not, as many of the characteristics of e-learning can be positioned within the main learning theories.

http://home.comcast.net/~abstover/learning_arch/learning_arch_05.html

Andrews (2011) state that 'the notion of transactional distance is important to understanding how e-learning is different from conventional face-to-face learning. Such extension requires more from the learner in that he/she has to make selections from the possible available resources, as well as decide how and when to engage in the e-learning community.' This image above depicts this notion of transactional distance very clearly and reinforces the active participation level required of the learner as the transactional distance between the teacher and learner increases. This is one of the ways that e-learning changes the nature of learning, according to Andrews (2011) and so supports his reasoning that a new theory of e-learning is required. In my opinion this doesn't automatically require a new theory, as learner autonomy can be increased in the conventional learning environment when learning tasks are designed for this purpose. 

It is very interesting that Sandy's image linked in her blog is very similar to the one I chose and even though we accessed them through different links, they both appear in the website that I accessed for the above image. Sandy mentions the 3D impact of her image and I believe that is one of the elements that drew me to select this image. 

Andrews, R. (2011). Does e-learning require a new theory of learning? Some initial thoughts.
Journal for Educational Research Online, 3(1). Retrieved from www.j-e-ro.
com/index.php/jero/article/view/84

Stover, A. (2004). Learning architecture online: New directions for distance education and the design studio? Unpublished master's capstone project, University of Maryland University College. Viewed 25th August 2013. Available:http://home.comcast.net/~abstover/learning_arch