ABSTRACT
In the introduction to the first edition of this book, the opening sentence drew attention to the inadvisability of attempting to predict the future of elearning. That was good advice, for no one could have accurately foretold the changes in the educational technology sector over the thirteen years since the first edition was published. In this time, whole concepts have disappeared, or at least faded from significance to such an extent that the terms look jaded and dated. Many ‘accepted’ beliefs have been challenged, overturned, revised, adapted or have re-emerged in response to different ways of attempting to utilise technology. In particular, internet-related technology has blossomed for education and training. Future possibilities will prove to be equally surprising and exciting, but for now let’s stick to what we know from the past decade and a half.
