Numerous studies indicate that learning is most effective in terms of persistency when it
addresses the whole person rather than merely the intellect. A set of promotive activities that
foster significant learning have been extensively researched in classroom settings. The major
scientific goal of this work is to investigate whether and how promotive activities may be
applied in technology-enhanced learning settings. Besides transferring existing activity
patterns to the online context this work presents new opportunities that could only emerge
with technology enhancement. This work draws up general recommendations and provides practical
examples. The main fields of interest are: motivational aspects peer review and active
listening with written means of online communication.
