The UNESCO Information and Communication Technologies in Teacher Education (2002) notes that in contrast to the traditional teaching-learning paradigm, a new paradigm of the teaching-learning process is emerging based on three decades of research in human learning that encompasses the following views of the human learning process:
Learning is a natural process.
Learning is a social process.
Learning is an active and not a passive process.
Learning may either be linear or non-linear.
Learning is integrative and contextualized.
Learning is based on a strength model of student abilities, interest, and culture.
Learning is assessed through task completion, products, and real problem solving of both individual and group efforts.