In the last few decades, there have been changes in the world caused by technological progress, the development of media and new forms of sharing information. The aforementioned changes are also reflected in the educational system, which requires new competencies for participation in the life of the 21st century: computer and information literacy, communication competencies, and competencies for critical and creative thinking and problem solving (Vrkić Dimić, 2013). One of the dimensions of information and communication technology in teaching is e-learning. E-learning is „a learning and teaching process that is carried out with the use of some form of information and communication technology, with the aim of improving the quality of that process and the quality of educational outcomes“ (E-learning Strategy of the University of Zagreb, 2007). The pedagogical dimension of one of the forms of information and communication technology, e-learning, refers to the use of presentations, demonstrations, exercises, games, simulations, role-playing, discussions and practical examples in order to bring students closer to learning and new teaching methods. E-learning can be defined through various learning theories, one of which is constructivism. The constructivist approach in education means building knowledge based on one's own experience, so the way of acquiring knowledge is unique for each individual. This paper aims to investigate the extent to which e-learning activities are built on constructivist principles.