Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework

 

BUILDING AN INCLUSIVE DEFINITION OF E-LEARNING: AN APPROACH TO THE CONCEPTUAL FRAMEWORK

Abstract

The term E-learning refers of the new dynamic that characterizes educational systems al the start of the 21^st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.

An international project, based on the participation of experts around the world, was undertaken to agree on a definition of e-learning. To this end, two main research activities were carried out. First, an extensive review was conducted of the literature on the concept of e-learning, drawing form peer-reviewed journals, specialized web pages, and books. Second, a Delphi survey was sent out to gather the opinions of recognized experts in the field of education and technology regarding the concept of e-learning with a view to reaching a final consensus.

A variety of definitions are used to assess E-learning. Each has its advantages and drawbacks. This paper presents the outcomes of the project, which has resulted in an inclusive definition of E-learning subject to high degree of consensus that will provide a useful conceptual framework to further identify the different models in which e-learning is developed and practiced.

Keywords: E-learning; definitions; distance education; technology-enhanced education