Challenges in the Design and Development of a “Third Generation” E-Learning/Educational Platform

Background

On today scientific literature, there are many definitions of the “e-learning/” term, depending of the author’s viewpoint: e.g. Technology-driven definitions, Delivery-System-Oriented definitions, Communication-Oriented definitions, Educational-Paradigm-Oriented definitions etc (Sangra, 2012).

From the same perspective, there are also many (more or less partial) synonyms for the “e-learning” term – creating even more confusion related to the above mentioned definitions - such as: multimedia learning, virtual learning /virtual education, online education, Technology-Enhanced Learning (TEL), Computer-Based instruction (CBI), Computer Assisted Instruction/Computer Aided Instruction (CAI), Computer-Based Training (CBT), Internet-Based Training (IBT), Web-Based Training (WBT), m-learning/Mobile Learning etc (Kaplan-Leiserson, 2000).

But, based on our experience as users/developers of e-learning solutions (Marusteri, 2005, 2006a, 2006b), on the progress of the ICT domain and on the recent scientific literature (Goodyear, 2010; Spooner, 2011; Wang, 2012), we consider that some of these “synonyms” may be seen now much more as some particular branches of the e-learning domain, rather than proper or even partial synonyms of the “e-learning” term.