Introduction

Advances in information technology, coupled with the changes in society, are creating new paradigms for education and training. These massive changes have tremendous impact on our educational and training systems. Participants in this educational and training paradigm, require rich learning environments supported by well-designed resources (Reigeluth & Khan, 1994). They expect on-demand, anytime/anywhere high-quality instruction with good support services. To stay viable in this global competitive market, providers of education, and training must develop efficient and effective learning systems to meet the society’s needs. Therefore, there is a tremendous demand for affordable, efficient, easily accessible, open, flexible, well-designed, learner-centered, distributed, and facilitated learning environments.

Interface Design Issues

Interface design refers to the overall look and feel of an e-learning program (Hall, 1997). User interface design is the creation of a seamless integration of content and its organization, together with the navigational and interactive controls that learners use to work with the content (Jones & Farquhar, 1997). The design of an e-learning interface is critical because it determines how learners interact with the presented information (Brown, Milner & Ford, 2001). In an e-learning environment, all e-learning interfaces should be designed to accommodate the tasks of learners while they access information. Lohr (2000) states that learning interfaces are defined as those where communication cues take place between a learner and a learning system.

Pedagogical Issues

The pedagogical dimension of e-learning encompasses a large set of issues relating to teaching and learning: content analysis, audience analysis, goal analysis, media analysis, design approach, and organization, learning strategies and blending strategies. The following is an outline for the chapter:• Content analysis • Audience analysis • Goal analysis • Medium analysis • Design approach • Instructional strategies • Organization • Blending strategies

Technological Issues

An e-learning environment is built on digital infrastructure. Boettcher and Kumar (2000) noted that, as with our physical infrastructure, this digital infrastructure needs to be designed, planned, built, maintained, and staffed. Rosenberg (2001) states that e-learning infrastructure is based on an institution’s technological capabilities to deliver and manage e-learning. Therefore, it should be based on an architecture that depends on open, published standards, reusability of components, serviceability, and maintainability.

Management Issues

Management of e-learning refers to managing various stages of e-learning processes including; planning, design, production, evaluation, delivery, and maintenance. Simply put, e-learning management needs a system of creating, storing, and maintaining all e-learning contents and resources. Trentin (2003) notes that managing e-learning processes means having a clear idea of complex systems composed of several key elements including content delivery, technology, human resources, and processes of e-learning integration within the organization.

Resource Support Issues

Resource support dimension of open, flexible, and distributed learning environment examines the online support and resources required to foster meaningful learning environments. An e-learning institution should have a key component in showing the students that there is an infrastructure that provides support the learners need and gives the security that they are indeed not alone in any of the tasks they are asked to carry out (Fultcher & Lock, 1999). The following in an outline of this chapter: • Online support • Resources

Ethical Issues

Ethical considerations of e-learning relate to social and political influence, cultural diversity, bias, geographical diversity, learner diversity, digital divide, etiquette, and the legal issues. The following is an outline of this chapter: • Social and political influence • Cultural diversity • Bias • Geographical diversity • Learner diversity • Digital divide • Etiquette • Legal issues

Evaluation Issues

Evaluation in e-learning should focus on the people, processes, and products of e-learning. Evaluation issues of e-learning should consider how e-learning and blended learning materials are planned, designed, developed, delivered, and maintained; how well courses are taught and supported; how well program and institutional level services are provided; how e-learning programs are viewed by stakeholders and how well learners learned the materials. To explore theses issues both formative and summative evaluation strategies can be used:

Institutional Issues

Institutions should develop comprehensive strategic and business plans for successful e-learning initiatives. Political factors often have significant impact upon the success of e-learning (Berge, 2001). Institutional funding and resources for delivering and maintaining e-learning are critical. Therefore, e-learning strategies must be aligned with and fully supported by the institutions’ missions and strategic plans. E-learning initiatives require orchestration of personnel with diverse skills sets (Belanger & Jordan, 2000).