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Various technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.

To achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.

The authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.

The authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

The purpose of this paper is to provide a holistic view on e-learning-related concepts as a basis for an e-learning strategy. Furthermore, it aims to shed light on the level of application of existing open-source learning management systems (LMS) by the public and private universities of Cyprus. Due to a currently existing information gap in the field, the study should rather be seen as an exploratory descriptive snapshot to create initial awareness based on which further hypotheses can be derived for future studies.

Quantitative research has been conducted in this study with an online questionnaire distributed to all the public and private universities in Cyprus.

The conducted research analysis results clearly illustrate the comparisons among different features and services of an e-learning platform. Additionally, the analysis results highlighted the tendency of the participants toward a social learning environment which was considerably high in using social networks and other collaboration platforms, as students were more attracted to those e-learning platforms that integrate social learning elements such as various social media tools.

The only data collection method used was the online questionnaire. Even though it provided the researchers with sound and useful outcomes in a considerably short time, the validity of the results was not properly justified. The findings cannot claim to be representative. The main reason of selecting only one type of data collection method, i.e. questionnaire was the limited time of completing the research. Another significant limitation was the very low co-operation level of some of the universities under study which resulted in having less reliable results, as the response rates of some universities were merely 1 per cent.

This research study provides a comprehensive body of knowledge about LMS and e-learning, in general, within the public and private universities in Cyprus. In other terms, the results of this study enhance the existing knowledge about the e-learning features as well as demonstrating the tendency of the students toward social learning within an LMS.

The paper aims to explore staff practices in using e‐learning to embed sustainability literacy, highlight best practice and determine areas for improvement.

A framework of four areas for developing student sustainability literacy (SSL) was proposed as a basis for analysing practice. A literature review then explored the extent to which e‐learning is used to support embedding SSL in the curriculum, and the types of e‐learning currently in use for this.

E‐learning tools were most frequently used to provide flexible access to information, followed by support for communication and collaboration, and were less frequently used for the development of specific skills, personal identity and confidence.

The sample of case studies provided only limited evidence. A survey of practitioners could be undertaken to explore and validate the issues raised by the literature review.

The review highlighted scope for a pedagogical shift away from using e‐learning for information delivery and practical communication, and towards supporting rich, student‐centred forms of learning in both blended and distance learning modes.

This shift would create more powerful learning experiences for students, more effectively develop students' personal identities and skills, and yield graduates who are more confident in their ability to create more sustainable futures.

This paper will be of value to academic staff and educational developers looking to develop practice in embedding SSL in teaching and learning, and to harness the potential of e‐learning.

The recognition of practice in online instruction is still subject to interpretation and different approaches as a result of the rapid changes in technology and its effect on society. The purpose of this paper is to address these differences through a synthesis that can be easily accessed and consulted by educators in the field of e-learning.

This paper reviews different examples of rubrics and instruments in higher education to propose a more comprehensive rubric that constitutes a synthesis of how some institutions in HE approach best practice in this field.

The proposed comprehensive rubric emanating from the synthesis of different approaches supports the development, remixing, sharing and integration of online modules and courses by providing a single reference point with as wide a range as possible of potential pedagogical tools, facilities and approaches to e-learning.

It is not within the scope of this paper to review quality assurance processes and administrative components, but to propose a rubric for course design and self-review of faculty and higher education institutions for a better alignment with what is regarded as current standard best practice.

Instructional designers in e-learning have a new comprehensive rubric that can consult at design stage.

Different approaches towards what is called “good practice” are brought together and analysed to provide a synthesis and a single source that can be consulted by practitioners in the field of e-learning.

The purpose of this paper is an attempt to validate the universal impact of e‐learning as distance education methodology and community learning.

The paper examines an ontological framework for e‐learning within theoretical referential points, its reach and its systemic and disciplinary approaches. The paper explores the ramifications of e‐learning.

E‐learning offers distance learning through the internet, giving students an interactive educational experience and the opportunity to study through accredited learning providers. Through e‐learning, companies can deliver distance training to their staff, or gain additional revenue through re‐selling of training programmes. Using e‐learning, colleges of distance education can deliver distance learning to students, or offer other educational establishments the opportunity to use their courses.

The paper concludes that e‐learning makes a definitive impact on the young and old alike, creative writers and the community as a whole. E‐learning groups and communities such as the telecentre movement reach towards sustainability and socio‐educational development.

The purpose of this study is to evaluate the development of a blended e‐learning pedagogical model for an undergraduate enterprise programme. The proliferation of e‐learning programmes offers new opportunities and challenges for universities to meet the learning needs of new student markets. However, the use of e‐learning as an enabling mechanism for enterprise education remains largely unexplored within academic literature.

The case study methodology comprises a series of focus groups with key stakeholders in the project, namely online tutors, students and scheme leaders from a number of partner colleges involved in the delivery of the course.

The study charts the evolution of the blended learning pedagogy which was found to best meet the learning requirements of non‐traditional learners on an undergraduate programme. The blended learning pedagogy strategy which was developed replicated the best informal practice that had emerged through each of the partner institutions and the learning needs of the students. Constituent elements of the pedagogy included the provision of structured face‐to‐face events, a range of student supports systems and the creation of a code of practice for online tutors. As a result, a model of best practice for blended learning is proposed.

This study contributes to the literature in terms of proposing a working framework for online undergraduate enterprise education with identification of critical success factors including supportive induction, viable pedagogy and effective support systems. The framework can be utilised by practitioners and theoreticians as a guide to the effective management of pedagogical issues associated with blended online education.

The purpose of this paper is to evaluate the critical success factors for sustainable e‐learning in an e‐learning ecosystem framework. Three critical components of the e‐learning ecosystem including principles and methods, processes and systems, and substance and content are considered based on a comprehensive review of the relevant literature in e‐learning.

Systematic interviews are conducted with experts in e‐learning for identifying the critical success factors to sustainable e‐learning within an e‐learning ecosystem framework. This leads to the development of an e‐learning success model that describes the underlying relationship between and among the identified critical success factors.

A comprehensive analysis of the interview results shows that there are several barriers to the effective adoption of the proposed e‐learning success model for improving the effectiveness of e‐learning. These barriers include a lack of understanding of the technologies behind various pedagogies, insufficiencies of the popular learning management systems, and the sustainability of the learning objects repositories.

The paper highlights the criticality of synergizing the three components of e‐learning ecosystems namely pedagogies, technologies and management of learning resources for achieving a sustainable e‐learning success.

A better understanding of these barriers would help e‐learning stakeholders develop appropriate strategies and policies for the implementation of the proposed e‐learning success model towards creating a sustainable e‐learning environment.

Specific contributions of this research to the entire e‐learning community are discussed with recommendations for concerted policy measures to eliminate the identified barriers in the process of adopting the developed e‐learning success model.

There is continual evidence of ineffective e-Learning programmes that are set amid emerging information and communication technology (ICT) tools by higher education (HE) providers. While many of the existing accounts outline the potential of integrating such educational technology into their teaching and learning practice, other studies point out the adoption challenges of such programmes. This chapter tackles this dilemma in two respects. Firstly, through an examination of the limitations surrounding the instructional systems design (ISD) models while urging the need for empirical evidence and ratification processes to substantiate these models as they relate to online instructional environments. Secondly, through the investigation of the effectiveness offered by ICT tools under different instructional environments in order to facilitate the effective application of e-Learning. Field evaluation in the form of a series of 2×3 factorial quasi-experiments was conducted at four higher education institutions in Saudi Arabia. The empirical results confirm the validity of the ISD model and reliably captured its effects in improving learners’ performance under three instructional delivery modes. The empirical evidence reveals the extent of effectiveness of the proposed prescriptive ISD model enabling an improved design of ICT-based HE instructional strategies. On a managerial level, the findings facilitate the delivery mode decision making by HE providers in terms of the congruence of technology integration under each of the three learning experiences. The calibrated assessment measures provide a discussion to extend the practical implication of the current e-Pedagogical practice in the e-Learning industry.

The Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base.

An exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario.

The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties.

Pedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective.

The current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place.

The study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario.

The purpose of this paper is to provide details on Simon Fraser University's new School of Interactive Arts and Technology (SIAT) approach to creating a culture that supports rapid development of high‐quality e‐learning materials, why it has been successful, and what has been learned.

Describes how, over a period of four years SIAT has had the unique opportunity to build an integrated set of graduate and undergraduate degree programs from the ground up. The organization has recognized the importance of its people – both in terms of the knowledge they bring to the organization, and the added value it gains by providing an environment where all employees can continue to learn – from courses, from their own experience, and from each other.

Because of the organization's structured, yet flexible, approach to course design and development workflow, each set of courses was ready just as the students became ready to take them. The organizational culture's combination of clear structure, openness to new ideas, and commitment to high quality courseware has enabled us to meet the needs of our students and prepare them for careers in today's high‐tech workforce.

SIAT have developed best practices for the implementation of organizational e‐learning strategies and the approach will be useful in informing the strategies adopted by other organizations.