LITERATURE REVIEW:

There has been considerable interest in the potential for the development of
e-learning in universities, schools, further education and the workplace. The
development of e-learning products and the provision of e-learning
opportunities is one of the most rapidly expanding areas of education and
training, in both education and industry. Education and training is poised to
become one of the largest sectors in the world economy. e-Learning is being
recognised as having the power to transform the performance, knowledge
and skills landscape. e-Learning is viewed variously as having the potential
to: improve the quality of learning; improve access to education and training;
reduce the cost of education; and, improve the cost-effectiveness of
education.
Zhang et al., (2004) In recent years, the knowledge based economy has
exhibited a pervasive and ever increasing demand for innovative ways of
providing education and this has led to dramatic changes in learning
technology as well as organizations. As the new economy requires more and
more people to acquire new knowledge and skills in an appropriate and
effective manner, the advancement of computer and networking technologies
are providing a diverse means to support learning in a more personalized,
flexible, portable and on-demand manner. These radical and sweeping
changes in learning needs and technology have catapulted a revolutionary
transition in modern learning tools in the backdrop of the internet, commonly
referred to as e-learning. In the midst of this transition, corporations,
government organizations, and educational institutions have to keep pace
with the e-learning phenomenon and make strategic decisions on how to
adopt e-learning techniques in their unique environments
Allen, (2003) E-Learning is a structured, purposeful use of electronic system
or computer in support of the learning process.
Clark and Mayer, (2003) E-learning is training delivered on a computer
(including CD-ROM, Internet, or intranet) that is designed to support
individual learning or organizational performance goals.

Garrison and Anderson (2003) and Jochems, Van Merrienboer and

Koper(2003), identify the key components of such a framework to be
technology, pedagogy and organisational context.
Blass and Davis (2003) in pursuit of evaluation criteria for e-learning
propose a framework with four higher order criteria, viz, appropriateness,
design, interaction and evaluation. Within these guiding principles, their
framework covers: appropriateness of staff and content, appropriateness for
market and students, learning aspirations, cognitive ergonomics, faculty
student interaction, studentstudent interaction, reinforcement strategy and
achievement of purpose.
Steeples and Jones (2001) suggest attention to pedagogy,technology and
creativity.
Pang and Hung (2001) and Britain and Liber (2000) use concepts such as
cybernetics or activity theory as the basis for the analysis and evaluation of
e-learning environments.
Conrad (2000) Web-based training [an alternate term for e-learning] is the
integration of instructional practices and Internet capabilities to direct a
learner toward a specified level of proficiency in a specified competency.
Hall (1997) E-Learning is instruction that is delivered electronically, in part
or wholly via a Web browser, through the Internet or an intranet, or
through multimedia platforms such as CD-ROM or DVD.

References
Allen, M.W. (2003). Michael Allen's guide to e-learning. Hoboken, New
Jersey: John Wiley & Sons, Incorporated.
Clark, R.C., and Mayer, R.E. (2003). E-Learning and the science of
instruction: Proven guidelines for consumers and designers of multimedia
learning. San Francisco, California: John Wiley & Sons, Incorporated.
Hall, B. (1997). Web-based Training. John Wiley & Sons, Inc., New York,
New York.
Conrad, K. (2000). Instructional design for web-based training. Amherst,
Massachusetts: HRD Press.
Blass, E. & Davis, A. (2003). Building on solid foundations: establishing
criteria for e-learning development. Journal of Further and Higher
Education, 27, 3, 227245.
Britain, S. & Liber, O. (2000). A framework for pedagogical evaluation of
virtual learning environments. London: JISC. (JTAP Report No. 041)
Steeples, C. & Jones, C. (2001). Networked learning: perspectives and
issues. Springer Verlag
Pang, P. M. N. & Hung, D. W. L. (2001). Activity theory as a framework for
analyzing CBT and e-learning environments. Educational Technology, 41, 4,
3642.
Garrison, D. R. & Anderson, T. (2003). E-learning in the 21st century: a
framework for research and practice. Abingdon: Routledge.