This article proposes a transferable model for online learning, based on the principles of social constructivism. The findings have been collected through ‘end-of-course feedback surveys’, and concern a student-sample of 170 nationalities, residing in 154 countries. All students were registered in cohorts of the same postgraduate programme over a period of four years. The findings throw light on learners' difficulties in different parts of the world; along with practical implications for University decision-makers and instructors. The article's contribution is encapsulated in an eight-pillar learning model, aiming to facilitate educational inclusion, quality enhancement, and promote the benefit of learners.

本文根据社会建构主义的原理，提出了一种可转移的在线学习模型。调查结果是通过“课程结束反馈调查”收集的，涉及来自154个国家的170个国家的学生样本。在四年的时间内，所有学生都在同一研究生课程的队列中注册。研究结果揭示了世界各地学习者的困难。以及对大学决策者和讲师的实际影响。文章的贡献被封装在一个八支柱的学习模型中，旨在促进教育融合，提高质量并促进学习者的利益。