The didactic approach having lineage to Greek word ‘didaktikos’ means apt at teaching, which is morally instructive, hence refers to the teaching of moralistic lessons to people. This approach strongly relies on ‘content-based approach (Widdowson, 1979). It has been applied to various domains of studies varying from mathematics to behavioural to social to psychological fields. Though it is deterministic in its orientations but behavioural movement has also influenced the conventional approaches towards learning. The external environment affects all behaviour and learning focuses on acquisition of knowledge which is incremental (Kohn, 1999).Integrating didactic principles in an e-learning environment, several steps have been identified such as creating learning path; adding the assessors; activating learning paths; solving package; monitoring the progress and grading (Caniels, 2004). A parallel has been drawn between organizational models and didactic architectures adhered by businesses and to manage internal training such as web-based training, e-learning through online distribution of autonomously used learning materials in user-generating content that facilitates the sharing of knowledge (Gonella and Pento, 2005). Trentin’s classification (Trentin, 2001) defines didactic model as ‘peer to peer’ aimed at creating collaborative groups, which share knowledge and experience to enable whole group to grow. Siemens coined the term ‘connectivism’ to define new ways of learning (Siemens 2005). Precisely this refers to the system of learning in moralistic teachings through web-based approach. Recently the importance of this approach has been revived at creative platforms where an integrated learning is facilitated by sharing through 3D cases which are learning exercises where simultaneous use of brain, body and attitude constitutes a 3D access to learning based on parallel thinking, task focus and no judgment (Byrge & Hanson, 2009).