E-Learning Challenges in the European Knowledge-Based Society: Romania Case Study

E-Learning Challenges in the European Knowledge-Based Society: Romania Case Study

Cristina Barna (Spiru Haret University, Romania), Manuela Epure (Spiru Haret University, Romania) and Ruxandra Vasilescu (Spiru Haret University, Romania)
Copyright: © 2011 |Pages: 17
DOI: 10.4018/978-1-61692-791-2.ch008
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Abstract

In the context of 2009 European Year of Innovation and Creativity, this chapter focuses on ICT for innovation as a key challenge in the knowledge-based society. Today we are facing the growing complexity of the e-learning phenomenon and its role as a basic tool for high quality education and training. The authors approach the importance of e-learning in the European Lifelong Learning Program 2007 – 2013, the conceptual framework of e-learning, the characteristics of a teaching philosophy that provides stability, continuity and long-term guidance in the e-learning environment, the imperative of quality assurance and improvement in e-learning– a new paradigm in higher education systems, and the interdependencies between e-learning, e-inclusion and e-working. The Romanian case is presented as a comparative study with the EU and US standards in higher education.
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Introduction

The chapter presents the e-learning challenges in the European knowledge-based society in the context of relaunching Lisbon growth and jobs strategy, of the European Lifelong Learning Program 2007 – 2013, and of the 2009 European Year of Innovation and Creativity. The main objectives of the chapter are the awareness of the e-learning role for the success of the European Lifelong Learning Program 2007 – 2013, and for innovation in education as a key challenge in the knowledge-based society. We deal with the conceptual framework for e-learning: the terms used, the broad definition of the concept, the most recent definitions such as the definition of the Commission of the European Communities 2008, the definition of Webopedia Computer Dictionary 2009, the definition of BNET Business Dictionary 2009, the definition of MSN Encarta 2009, proposing also a teaching statement philosophy adapted to the e-learning environment characteristics of teaching. The Chapter also includes discussions on the Romanian case, a case study about understanding the imperative of quality assurance in e-learning. We conclude with a research on a future paradigm: social e-learning, which means setting up a socially inclusive e-learning environment within the European Union context. An important challenge is to direct e-learning to e–inclusion and to understand the interdependencies between e-learning and e-working.

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