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Not all e-Learning projects are successful. It is important
to gather data both when projects succeed and when they fail. With this
information future projects can be informed, best practice identified and
the quality of future work should be enhanced.
This edition of the EJEL concentrates on the difficulties
faced with the realities of delivering e-Learning; and a variety of
analyses that study how learners interact with e-Learning material are
presented.
The paper by Wilcox et al reports on a planned review of
the UKeU. The UKeU was a well planned and developed operation to deliver
e-Learning in the UK. Even though the UKeU project failed, this study can
provide valuable insights that will be invaluable to future e-Learning
projects. Toor reports on the success of the Virtual University of
Pakistan. This project is based on a hybrid model of delivery with the use
of television for broadcasting lectures to students in classrooms around
the country, coupled with the use of the Internet to support mentoring and
tutoring of students. Chung continues the theme of difficulties with
e-Learning in particular looking at how to cope when there is no lecture
to focus up on.
Monk and Koskela et al have, within different environments
carried out studies of the ways in which users interact with e-Learning
environments. While Martin and Willems present the design of a workflow
support tool to support the use of e-Learning with competence based
learning in a group setting. Fibiger et al and Peretz report on how
students on specific courses engage with e-Learning.
Shirley Williams
The University of Reading
June 2005 |
