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Electronic learning

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The worldwide e-learning industry is estimated to be worth over 38 billion euros according to conservative estimates, although in the European Union only about 20% of e-learning products are produced within the common market [1]. Developments in internet and multimedia technologies are the basic enabler of e-learning, with content, technologies and services being identified as the three key sectors of the e-learning industry. [2]

Growth of e-learning

By 2006, nearly 3.5 million students were participating in on-line learning at institutions of higher education in the United States.[3] Many higher education, for-profit institutions, now offer on-line classes. By contrast, only about half of private, non-profit schools offer them. The Sloan report, based on a poll of academic leaders, says that students generally appear to be at least as satisfied with their on-line classes as they are with traditional ones. Private Institutions may become more involved with on-line presentations as the cost of instituting such a system decreases. Properly trained staff must also be hired to work with students on-line. These staff members must be able to not only understand the content area, but also be highly trained in the use of the computer and Internet. Online education is rapidly increasing, and online doctoral programs have even developed at leading research universities. [4] .


Many technologies can be, and are, used in eLearning, including:

Most eLearning situations use combinations of the above techniques.

An example of this is moodle which uses: discussion board threading, wiki and real time textual chat. However, moodle is referred to as a Course Management System (CMS). This is because course material is often video, mp3, text documents, scanned images or links to other web sites.






E-learning services have evolved since computers were first used in education. There is a trend to move toward blended learning services, where computer-based activities are integrated with practical or classroom-based situations.

Goals of e-learning

E-Learning lessons are generally designed to guide students through information or to help students perform in specific tasks. Information based e-Learning content communicates information to the student. Examples include content that distributes the history or facts related to a service, company, or product. In information-based content, there is no specific skill to be learned. In performance-based content, the lessons build off of a procedural skill in which the student is expected to increase proficiency.

Computer-based learning


Computer-based training

Computer-based training (CBT) services are where a student learns by executing special training programs on a computer relating to their occupation. CBT is especially effective for training people to use computer applications because the CBT program can be integrated with the applications so that students can practice using the application as they learn. Historically, CBTs growth has been hampered by the enormous resources required: human resources to create a CBT program, and hardware resources needed to run it. However, the increase in PC computing power, and especially the growing prevalence of computers equipped with CD-ROMs, is making CBT a more viable option for corporations and individuals alike. Many PC applications now come with some modest form of CBT, often called a tutorial. Web-based training (WBT) is a type of training that is similar to CBT; however, it is delivered over the Internet using a web browser. Web-based training frequently includes interactive methods, such as bulletin boards, chat rooms, instant messaging, videoconferencing, and discussion threads. Web based training is usually a self-paced learning medium though some systems allow for online testing and evaluation at specific times.

Pedagogical elements

Pedagogical elements are an attempt to define structures or units of educational material. For example, this could be a lesson, an assignment, a multiple choice question, a quiz, a discussion group or a case study. These units should be format independent, so although it may be implemented in any of the following methods, pedagogical structures would not include a textbook, a web page, a video conference or an iPod video.

When beginning to create eLearning content, the pedagogical approaches need to be evaluated. Simple pedagogical approaches make it easy to create content, but lack flexibility, richness and downstream functionality. On the other hand, complex pedagogical approaches can be difficult to set up and slow to develop, though they have the potential to provide more engaging learning experiences for students. Somewhere between these extremes is an ideal pedagogy that allows a particular educator to effectively create educational materials while simultaneously providing the most engaging educational experiences for students.

Pedagogical approaches or perspectives


  • instructional design - the traditional pedagogy of instruction which is curriculum focused, and is developed by a centralized educating group or a single teacher.
  • Laurillard's Conversational Model[5] is also particularly relevant to eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards [6].
  • Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.[7]
  • Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.[8]
  • Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.[9]
  • Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.[10]

Reusability, standards and learning objects

Much effort has been put into the technical reuse of electronically-based teaching materials and in particular creating or re-using Learning Objects. These are self contained units that are properly tagged with keywords, or other metadata, and often stored in an XML file format. Creating a course requires putting together a sequence of learning objects. There are both proprietary and open, non-commercial and commercial, peer-reviewed repositories of learning objects such as the Merlot repository.

A common standard format for e-learning content is SCORM whilst other specifications allow for the transporting of "learning objects" (Schools Interoperability Framework) or categorizing meta-data (LOM).



Communication technologies used in e-learning




E-Learning 2.0

The term eLearning 2.0 has been used to refer to the use of social software such as blogs, wikis, podcasts and virtual worlds such as Second Life.

In many models, the writing community and the communication channels relate with the E-learning and the M-learning communities. Both the communities provide a general overview of the basic learning models and the activities required for the participants to join the learning sessions across the virtual classroom or even across standard classrooms enabled by technology. Many activities, essential for the learners in these environments, require frequent chat sessions in the form of virtual classrooms and/or blog meetings.

Second Life has recently become one of the cutting-edge virtual classrooms for major colleges and universities, including Princeton, Rice University, University of Derby (UK), Vassar, the University of Plymouth (UK) and the Open University (UK),[11]. In 2007 Second Life started to be used for foreign language tuition [12]. Both Second Life and real life language educators have begun to use the virtual world for language tuition. English (as a foreign language) has gained a presence through several schools, including the British Council, which has focused on the Teen Grid. Spain’s language and cultural institute “Instituto Cervantes” has an island on Second Life. A list of educational projects (including some language schools) in Second Life can be found on the SimTeach site.

The various blogs that are being used for providing writing approaches are gaining popularity.

Computer-aided assessment and learning design

Computer-aided Assessment (also but less commonly referred to as E-assessment), ranging from automated multiple-choice tests to more sophisticated systems is becoming increasingly common. With some systems, feedback can be geared towards a student's specific mistakes or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned. Most software for this is still very primitive however.

The term learning design has sometimes come to refer to the type of activity enabled by software such as the open-source system LAMS[How to reference and link to summary or text] which supports sequences of activities that can be both adaptive and collaborative. The IMS Learning Design specification is intended as a standard format for learning designs, and IMS LD Level A is supported in LAMS V2.

E-learning software platforms

Below is a list of some of the e-learning platforms that are available.

Open source

Open-source Virtual Learning Environments (VLE)


See also

ICT in Education may have more about this subject.

Blended Learning may have more about this subject.


  1. EC (2000). Communication from the Commission: E-Learning - Designing tomorrow’s education. Brussels: European Commission
  3. "Sloan Consortium"
  4. Hebert, D. G. (2007). “Five Challenges and Solutions in Online Music Teacher Education,” Research and Issues in Music Education, Vol. 5
  5. Informal description of Laurillard's Model
  6. E-moderating: The Key to Teaching and Learning Online - Gilly Salmon , Kogan Page, 2000, ISBN 0-7494-4085-6
  8. Bååth, J. A. (1982) "Distance Students' Learning - Empirical Findings and Theoretical Deliberations"
  9. Areskog, N-H. (1995) The Tutorial Process - the Roles of Student Teacher and Tutor in a Long Term Perspective
  11. includeonly>Parker, Quin. "A second look at school life", The Guardian, 2007-04-6. Retrieved on 2007-06-16.
  12. includeonly>Dorveaux, Xavier. "Apprendre une langue dans un monde virtuel", Le Monde, 2007-07-15. Retrieved on 2007-07-15.

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