One-to-many technique:

(Transmissionist) In this method, there is a great distance between the teacher and the students, and only the teacher decides the subject of study. The subject matter is only touched on the surface and barely corresponds to the individual student's present needs and knowledge. The teacher provides the whole class at the same time with the only true and absolute knowledge. (Constructivist) However, the lessons could also consist of different projects and classroom management features in order to reach an aim as a group and establish group knowledge. Here, the teacher only gives food for thought and has a consultative role. This is an excellent technique for making students familiar with computers. While the teacher is explaining something, the students immediately try it out on the computer. This way the teacher can respond to the different levels of knowledge within a group more easily. The one-to-many technique later evolves into the many-to-many technique.

One-alone technique:

Students independently learn and work with the computer by using technical aid. The tasks should be individually adjusted so that the students can apply everything they have learned in group work or during the one-to-one lessons. In classes based on constructivist principles, the one-alone technique is one of the most important parts; it allows the students to become independent from the group knowledge and to cope with new situations without being supported by the group. According to transmissionist aspects, however, this method only enables the students to repeat, strengthen and practice what they have learned.

Many-to-many technique:

In this method, students deal with complex tasks either within a group or with the teacher's help. This leads to the exchange of different opinions, which is necessary for independent thinking, reflection and active learning. In a computer-supported working field this exchange is carried out mainly with the help of technical appliances: a "virtual" exchange takes place.

At this point, the many-to-many technique might be of less importance than the one-to-one technique in which two students communicate, for example, via e-mail. Nevertheless, the students should have the opportunity to discuss face to face as during the many-to-many technique.

One-to-one technique:
This method can be divided into two groups:

1. Working with a tutor/senior student

2. DYAD collaboration or collaboration of two students in order to solve a shared problem and to reach their individual learning goals at the same time. With the one-to-one technique it is possible to concentrate on a student's personal learning goal and to work on a specific problem. Once the teacher distances himself from only passing on knowledge, classes can turn into an interactive learning environment, in which students acquire active knowledge. The teacher's role should be to inspire the students, to support and to guide them.