Abstract
A Review of e-Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions
Highlights
E-learning has become the general term encompassing the application of computer technologies to education, whether it occurs in face-to-face classrooms, in blended and hybrid courses, in mediated distance education contexts or in online learning environments
The Results are divided into five sections: Sample of Document Conclusions; Analysis of the Documents Retrieved and Coded; Frequencies of Predictor Variables and Impacts of ELearning; What Predictor Variables Explain Technology Impacts? and Quantitative Summary of the Canadian Primary Research on E-learning
While history is not always the best guide to future decision-making, it does provide a level of evidence that goes beyond decision-making based on opinion, politics, conjecture and posturing
Summary
E-learning has become the general term encompassing the application of computer technologies to education, whether it occurs in face-to-face classrooms, in blended and hybrid courses, in mediated distance education contexts or in online learning environments. The Canadian Council on Learning (CCL) defines e-learning as the development of knowledge and skills through the use of information and communication technologies (ICTs) to support interactions for learning—interactions with content, with learning activities and tools, and with other people. It is not merely content-related, not limited to a particular technology and can be a component of blended or hybrid learning. There is sufficient optimism for technology’s positive impact that governments have established committees, formed task forces, and dedicated substantial funds to the delivery or enhancement of technology-based instruction (CMEC, 2001)
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