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This chapter presents a systematic review of over 30 types of online marketing methods. It describes different methods like email marketing, social network marketing, in-game marketing and augmented reality marketing, among other approaches. The researchers discuss that the rationale for using these online marketing strategies is to increase brand awareness, customer-centric marketing and consumer loyalty. They shed light on various personalization methods including recommendation systems and user-generated content in their taxonomy of online marketing terms. Hence, they explain how these online marketing methods are related to each other. The researchers contend that the boundaries between online marketing methods have not been clarified enough within the academic literature. Therefore, this chapter provides a better understanding of different online marketing methods. A review of the literature suggests that the “oldest” online marketing methods including the email and the websites are still very relevant for today’s corporate communication. In conclusion, the researchers put forward their recommendations for future research about contemporary online marketing methods.

In a distributed learning environment, the development of learning objects is a participative task. We consider learning objects as knowledge pieces, which are subject to the management processes of acquisition, delivery, creation and production. A multiple‐tier architecture for participative knowledge production tasks is introduced, where knowledge‐producing agents are arranged into knowledge domains or marts, and a distributed interaction protocol is used to consolidate knowledge that is produced in a mart. Knowledge consolidated in a given mart can be in turn negotiated in higher‐level foreign marts. The proposed architecture and protocol are applied to coordinate the authoring of open e‐book packages as learning objects by a distributed group of authors.

Despite some spectacular e‐learning failures in recent years, e.g. the British government’s “e University”,educational technologies have continued developing and have made advances in several learning paradigms. These new learning paradigms appear as newways to deal with the old traditional learning concepts and philosophies throughout the widespread of technical gadgets and approaches. In fact, the current generation of high school children and young adults are now really familiar with a whole range of devices such as Bluetooth mobiles, digital cameras, and MP3 music players such as the iPod, which has ensured their acceptance of digital technology in a way that their predecessors did not. Research indicates that despite earlier e‐learning setbacks, with the relevant planning, e‐learning partnerships can be successful. Nevertheless, the question as to how teaching and learning can benefit from these new information technologies and environments and how academic staff can keep pace with the ever‐changing technology needs to be addressed.