Current e-learning models have been criticized by constructivists for providing content without a learning social context and have argued that such learning contexts need to be designed into e-learning programs. This paper takes issue with this approach, suggesting that it unnecessarily imports into e-learning assumptions and strategies from the traditional classroom/lecturing environments. This paper explores some general pedagogical principles and outlines a pedagogy that takes the next step in redefining the social space of learning enabling educators to leverage the capabilities of the new communicative media as well as enhance and expand current models of e-learning beyond traditional models. This pedagogy is then demonstrated in a number of case studies where learning is achieved using role play simulations (RPS). It is suggested that RPS enable diverse learning objectives, from diverse subject domains, and thus constitute a useful pedagogical model of good e-learning. (Author)