ABSTRACT
The developments in teaching and learning in the twenty-first century are growing more and more dependent upon web-based and computer-based technologies. Technology is having a positive impact upon learning: the ImpaCT2 study (DfES, 2002a) showed improved grades for school pupils; the ICT Test Bed programme (Somekh et al., 2007) reported that learner satisfaction rose dramatically, with pupils showing greater independence in their learning; and students in UK further education showed better understanding and speedier progress through their courses (Finlayson et al., 2006). These developments are presenting new opportunities, contexts and environments for learning. ‘E-learning’, as in the title of this book, encompasses the diverse range of theories and applied aspects of teaching and learning including: virtual learning environments, social networking, personalisation, social justice, cyber-bullying and e-safety, blended learning, avatars and virtual worlds, cybergogy and new learning domains, and so on. Indeed,
the very letter ‘e’ is developing other meanings, such as ‘e3-learning’ (effective, efficient, and engaging learning) (Spector and Merrill, 2008).
