A collective case study examined the change in pedagogy that occurred in a postgraduate Information Technology in Education subject that utilised World Wide Web technology. Two implementation cycles were examined The model that surfaced from the first case correlates with a Radical Constructivist approach (von Glasersfeld 1995) and the model that emerged from the second case maps with the Beyond The Information Given (BIG) constructivist framework (Perkins 1991). This paper describes the parallels of theory to practice and raises implications for the design of web-based learning environments.
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