The learning sequence visually represents the Review, Access, Question, Decide, Report, Reflect generic learning design and outlines the resources, tasks and supports needed for this design. This generic design is useful in instances when a problem-based approach is central and students are skilled enough to conduct independent research and generate their own resources in order to resolve the given situation or solve the problem.

The students are required to use a structured problem-solving process consisting of a problem-solving process, self-directed research and then a solution-construction process. Learners are asked to review and think critically about specific content,access up to date, relevant and informative information about the content, question the information obtained, report their findings and reflect on their own learning.

This form of learning setting requires online content in the form of reading resources focused on the content, structured outlines and a study guide. The guide is essential to support learners in the early stages of the learning design, but should also allow learners to develop their own approaches.

This generic learning design requires a learning guide to scaffold the students in the structured problem-solving approach. The learning guide outlines the key steps in the process. Additionally, the design requires either online or face-to-face discussion opportunities and instructor feedback.

In designing the learning setting, information on supporting learners new to problem-based learning, tips for online moderators and assessment of the student responses in the form of a marking framework are important.

The learning design is useful in instances where problem solving and critical thinking are required outcomes for learners. This generic design is especially useful for learners first meeting problem-based learning.

The assessment for this form of learning requires criteria that are closely linked to the learning outcomes. The qualities that are emphasised are : expression and presentation, factual accuracy, content coverage, levels of synthesis and research effort.

The most important aspect of ICT is its capability to provide a ready access to broadly-based information and the ability to communicate that information to peers as part of the discussion process.