AbstractThe power of e-learning has been well documented in numerous literatures (eg,. Juidth, & Rosenberg, 2001; Hontron, 2000; Ross & Schulz, 1999), meanwhile these literatures also unveil a common deficiency existed in most constructivist e-learning model in terms of design attributes such as data driven capability. It would be an extremely worst case that teaching media is constructed with a series of pre-loaded hard-coding web pages delivery just in time but without well management strategy and interactive communications (Carlson & Repman, 2002). On the other side, literatures find that it is hard to approach a satisfaction design framework in a constructivist e-learning model (Hinrich, 2001; Hobbs, 2002) since there are many attributes intricately attached on the framework. It is not the purpose of this paper to make an end-up discussion on this controversial area, but it focuses on a series of literatures review and intends to make a theoretical contribution on this area.