Stories of Engagement with E-Learning: Revisiting the Taxonomy of Learning

I argue that although university lecturers delve into the "shallow waters" of e-learning, they do not do so in sufficient depth and resign themselves to the perpetuation of cognitivist, behaviorist, and objectivist forms of knowledge without discover-ing more about the medium that could possibly liberate their restricted epistemologies. In this article, I explore possible reasons for varying engagement with e-learning, assuming that these reasons are located within the dimensions of the unit of analysis of the study; namely, lecturers' changing theories of knowledge and teaching in first encounters with e-learning. Using Lee Shulman's table of learning (Shulman, 2002) as a heuristic, I use excerpts from personal narratives to highlight the epistemological and pedagogical transformation of nine lecturers as they engage with educational technologies in their work.