ABSTRACT
Writing a chapter on ‘e-learning’ is a potentially challenging task for two reasons: first, the pace of technological change and second, the scope of ‘e-learning’. Technology is changing so fast that, by the time books are published, much of the source material and technologies described are dated and have been replaced. The scope and range of learning activities, theories and technologies that come under this broad heading of ‘e-learning’ are overwhelming. E-learning in its broadest form can encompass anything from the use of laptops in classrooms, to the creation of videos posted on YouTube, to debates on the social impact of Facebook and other social networks on cognitive development, to privacy issues and concerns over the publication of open access resources, and, most fundamentally, to questions about what the purpose of formal learning institutions is in an age where access to knowledge and information is seen as ubiquitous. In this brief chapter, obviously it is not possible to explore all these issues in significant depth; however, what this chapter does is provide a commentary on some of the major areas, underpinning theories, and makes particular reference to e-learning as a pedagogical method for enabling active engagement and co-creation of learning between learners and teachers. It aims to give an introduction to some of the key issues and pointers to areas of further study or exploration. E-learning is present, to a greater or lesser degree, in most levels of learning from primary school to
workplace and vocational learning. In the UK, for example, agencies such as Becta,1 have prompted the use of technology in schools and colleges. The Towards Maturity Benchmark (2010) reports that ‘organisations are embedding technology in more skills programmes than in 2008’ (p. 11), demonstrating the importance of e-learning to organisational learning and development strategies for staff, as well as the increase in usage. Much of the theory and context provided in this chapter, however, is grounded in experiences of e-learning at Higher Education level. The Higher Education sector demonstrates the full range of e-learning, from technology-enhanced classrooms to fully online courses. Before we look at this in more detail, though, it is necessary to be clear about what we mean by ‘e-learning’.
