Building an inclusive definition of e-learning: An approach to the conceptual framework

E-learning is part of the new dynamic that characterises educational systems at the start of the 21st 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...

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Autores principales:	Albert Sangrà, Dimitrios Vlachopoulos, Nati Cabrera
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	e-learning inclusive definition distance education technology-enhanced learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/8f9c570c6ac94f438ccfed51c2ba9ffb
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spelling	oai:doaj.org-article:8f9c570c6ac94f438ccfed51c2ba9ffb2021-12-02T19:20:54ZBuilding an inclusive definition of e-learning: An approach to the conceptual framework10.19173/irrodl.v13i2.11611492-3831https://doaj.org/article/8f9c570c6ac94f438ccfed51c2ba9ffb2012-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1161https://doaj.org/toc/1492-3831 E-learning is part of the new dynamic that characterises educational systems at the start of the 21st 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 from peer-reviewed journals, specialised web pages, and books. Second, a Delphi survey was sent out to gather the opinions of recognised experts in the field of education and technology regarding the concept of e-learning with a view to reaching a final consensus. This paper presents the outcomes of the project, which has resulted in an inclusive definition of e-learning subject to a 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. Albert SangràDimitrios VlachopoulosNati CabreraAthabasca University Pressarticlee-learninginclusive definitiondistance educationtechnology-enhanced learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 2 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	e-learning inclusive definition distance education technology-enhanced learning Special aspects of education LC8-6691
spellingShingle	e-learning inclusive definition distance education technology-enhanced learning Special aspects of education LC8-6691 Albert Sangrà Dimitrios Vlachopoulos Nati Cabrera Building an inclusive definition of e-learning: An approach to the conceptual framework
description	E-learning is part of the new dynamic that characterises educational systems at the start of the 21st 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 from peer-reviewed journals, specialised web pages, and books. Second, a Delphi survey was sent out to gather the opinions of recognised experts in the field of education and technology regarding the concept of e-learning with a view to reaching a final consensus. This paper presents the outcomes of the project, which has resulted in an inclusive definition of e-learning subject to a 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.
format	article
author	Albert Sangrà Dimitrios Vlachopoulos Nati Cabrera
author_facet	Albert Sangrà Dimitrios Vlachopoulos Nati Cabrera
author_sort	Albert Sangrà
title	Building an inclusive definition of e-learning: An approach to the conceptual framework
title_short	Building an inclusive definition of e-learning: An approach to the conceptual framework
title_full	Building an inclusive definition of e-learning: An approach to the conceptual framework
title_fullStr	Building an inclusive definition of e-learning: An approach to the conceptual framework
title_full_unstemmed	Building an inclusive definition of e-learning: An approach to the conceptual framework
title_sort	building an inclusive definition of e-learning: an approach to the conceptual framework
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/8f9c570c6ac94f438ccfed51c2ba9ffb
work_keys_str_mv	AT albertsangra buildinganinclusivedefinitionofelearninganapproachtotheconceptualframework AT dimitriosvlachopoulos buildinganinclusivedefinitionofelearninganapproachtotheconceptualframework AT naticabrera buildinganinclusivedefinitionofelearninganapproachtotheconceptualframework
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Building an inclusive definition of e-learning: An approach to the conceptual framework

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