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E-learning programs exist in a wide variety of formats. Without a framework for distinguishing between different e-learning programs, it is a challenge for researchers to compare their effectiveness or identify characteristics of e-learning that contribute to learning effectiveness. Based on general theories of learning, we develop a typology that compares e-learning programs in terms of the nature of the learning interactions they provide for learners in three dimensions: degree of interaction, learner control of interactions, and informational value of interactions. The typology dimensions apply to learner–instructor, learner–learner, and learner–instructional material interactions. We also discuss important theoretical implications of the typology. First, we show the utility of the typology for comparing the effectiveness of different e-learning programs. Second, we apply the typology dimensions to develop a theoretical framework for e-learning research that provides a foundation for examining factors that influence learning effectiveness in an e-learning program. The framework identifies e-learning program characteristics, learner characteristics, and contextual factors that impact learning effectiveness in different e-learning environments. It also shows how the typology dimensions align with learning goals to influence learning effectiveness.

E-learning has the potential to engage learners in ways that is not possible in a conventional classroom environment. Nevertheless, for this unique capability of e-learning to be optimised, a good understanding of learners’ need as to what motivate them to be engaged in activities is paramount. This chapter suggests strategies for engaging learners in e-learning based on past empirical studies on computer games characteristics and an exploratory study on values influencing learners’ decisions to engage in activities. The exploratory study in this chapter adopted qualitative research methods of Kelly Repertory grid and laddering interview based on the means-end chain (MEC) theory. Based on the exploratory study, value dimension was added to the existing literature. The value dimension of excitement, warm relationship with others and sense of accomplishment were revealed as important to learners in their decision whether to engage in activities. Strategies for e-learning instructions that promote the revealed values were suggested with the aim of integrating the value dimension with the existing literature as well as proven teaching approaches.

This chapter examines the key features of online education development, its trends in the world market and, in particular, in the Chinese market, as a successful case of digitalization of education (the annual growth rate of the e-learning market in China on average is 20%). Based on the example of China, the authors identify several drivers of online education growth, including institutional (national education policy), technological (technological potential to introduce digital technologies into education) and financial (inflows of investment, including venture capital, in this industry).

This chapter presents a case study of the ways the Phoebe pedagogic planner assists faculty to design and select e-learning technology because “it's not the technology, but the [quality] of the educational experience that affects learning” (Seltz, 2010, p. 1). Faculty applied guidance from Phoebe to evaluate various interactive media options for undergraduate psychology courses to enhance student learning and engagement. The authors discuss the application of instructional technology in Introduction to Psychology, Cross-cultural Psychology, and Human Motivation and Emotion courses. These projects were prompted by earlier work (Hager & Clemmons, 2010) that explored collaboration to promote integration of technology in traditional courses. The new technologies include discussion forums; online simulations, cases and assessments; text-to-poll; and the Moodle learning management system (LMS). Current theories of e-learning are applied to analyze and critique these projects, concluding with recommendations for future research, practice, and faculty development to incorporate learning technologies. The authors demonstrate how learner-centered collaboration among faculty, researchers, and administrators can shape and improve student engagement and develop institutional cultures of e-learning.

The COVID-19 pandemic has dramatically transformed higher education policy and practices across the globe, including Bangladesh. Higher education institutions (HEIs) were forced to deliver teaching and learning online. This chapter discusses the impact of the COVID-19 pandemic on teaching and learning practice in higher education in Bangladesh and highlights the cultural transformation of policy and practice. In addition, it proposes future directions on how to be prepared and addresses the challenges of emergencies and draws implications of the findings beyond the national context. In the beginning of the pandemic, most universities in Bangladesh had to initially shut down their operations without offering any alternatives. However, a number of universities gradually rolled out some online teaching and learning activities as the lockdowns kept extending. A large portion of the HEIs struggled to continue their online teaching and learning due to the lack of resources, i.e., devices, technological skills and training, lack of policy, negative mindset, poor network infrastructure, and high cost of internet. This unprecedented situation ushered in by the pandemic showed the lack of preparedness and below-par capacity to respond to emergencies for the continuation of higher education in Bangladesh. Furthermore, it highlighted that improving the higher education sector requires tremendous effort from the government, researchers, policymakers, practitioners, the universities, and other industries directly or indirectly related to the sector.

In this chapter we present a case study about a bottom-up approach in creating the strategy and action plan for the mainstream implementation of blended learning in one Faculty at a higher education institution in Croatia, and the implications this has on the access and retention of students from equity groups. In previous research the target groups were identified, and the next step was to investigate the specific needs of those groups of students, focusing on creating an effective learning environment. Taking an evidence-informed approach, institutional experts, management and staff developed a strategic framework, covering ICT support, the E-learning system and curriculum development to meet the specific needs of these students. One of the very important goals of mainstreaming widening participation at the Faculty of Organization and Informatics (FOI) is to create an effective learning environment for all students. E-learning is recognized as an important tool in making learning and education more accessible to all students at the FOI. The FOI's Strategy for E-learning contributes to this objective and since FOI is one of the leading faculties in the implementation of E-learning at the University of Zagreb, FOI's approach to E-learning is exemplary within the institution, and it has been taken into account when University of Zageb Strategy was being developed and implemented.

Recent research on immersive experiences in online environments for higher education has attributed a fundamental role to two distinct yet connected psychological phenomena: the feelings of being virtually present in the education environment, often simply called presence, and peak episodes of flow. The authors conceptually delimitate these two psychological facets of e-learners’ experiences and examine their interplay. The authors show how flow episodes are elicited by students’ sense of control over the online education environment, their attention being focussed on the learning tasks, and their feelings of being physically placed in the online education setting. Also, the interactivity created by the online education environment evokes an e-learner’s imagery, which in turn triggers presence feelings and episodes of flow. The authors further show that, although presence and flow are triggered by some common antecedents, they differ in the object of the individual’s immersion, and that presence feelings facilitate flow. Moreover, the authors provide practical recommendations for higher education institutions, policy makers and the academic and information and communication technology community involved in e-learning, to make sure e-learner experiences reach their fullest potential.

The Hellenic Open University (HOU) has recently ‘crossed the Rubicon’ into the e-learning era, offering learners the opportunity to attend online classes. For the teaching personnel, the specific change initiative involved stress-generating issues, associated with the ability to use new technologies and tools, and apply online active learning methods and techniques, as well as with issues related to e-learning effectiveness and self-efficacy. On these grounds, a qualitative study was conducted seeking to investigate academics’ views about the challenges they faced, influencing the implementation and effectiveness of online classes. Fifteen semi-structured interviews were conducted with randomly selected academics who taught online classes. The data of the interviews underwent a three-level qualitative analysis, following the ‘grounded theory’ methodology. Besides the limitations inherent in the study, the important point was that it enabled important aspects of issues related to design and delivery of effective online courses to be highlighted. The findings of this study clearly depicted the need to support academic staff on multiple levels in their endeavour to implement online courses.

In this paper, we review the literature on learner control and discuss the implications that increased control may have for training in e-learning environments. The purpose of this paper is to provide a comprehensive review of the learner control literature, focusing on adults and workplace training. We begin by reviewing the literature on learner control, focusing on the positive and negative effects associated with providing adult learners with control in e-learning environments. We organize our review into instructional design factors that have been manipulated to provide learners with control and person issues that moderate the relation between learner control and outcomes. Then, we summarize developments in training research and in adult learning that relate to learner control in order to provide a theoretical context for understanding learner control in adult workplace e-learning.

In this chapter we consider the meta-models that are applied to the design of organizations and information systems, and especially the implicit assumption about organization and information that are at the core of these models. We explore these assumptions and suggest that they share common dimensions which can be used to structure the current discourse on design and design processes.