Review by: Strell, Monika (2005-04-19)

The aim of this paper, published in 2003 by four authors based in US universities, is to review practitioner and research literature on e-learning. By incorporating previously unpublished information derived from interviews with e-learning practitioners, the authors aspire to present a ‘comprehensive review of the e-learning movement.’ In doing so, they address a wide range of issues, from a definition of e-learning and the rationale for its use in the organisational context, to practical experiences with its implementation.

Being based on a broad body of analysed literature published between 1990 and 2001, the paper provides an interesting historical snapshot of the status of e-learning practice during that period. The additional interviews with 22 managers and consultants actively involved in e-learning add some important perspectives.

Combining these resources gives a practical insight into the pros and cons of using e-learning within organizations. On the other hand, the result is a somewhat narrow concept of e-learning, where it refers mainly to computer-based training. This is shown in both the advantages and disadvantages that are explored; amongst the latter, for example, high set-up costs and lack of interaction – typical for computer-based training. However, this focus is less the result of an oversight or exclusion of other e-learning approaches, but rather a reflection of the historical development of e-learning and its status at the time of research.

When the authors try to assess the ‘hype’ of e-learning by using empirical research, they do so by addressing four aspects in particular: effectiveness, efficiency, attrition and appeal. For all four areas a balanced overview is presented, thereby avoiding simplistic conclusions. The assessment of effectiveness is probably the most complicated, raising the reader’s awareness of the complexity of evaluating the usefulness of training in general, and e-learning in particular. The conclusion is that well-designed and well-delivered e-learning can be efficient, effective and well-received by learners.

In its final section, the paper addresses the future of e-learning, and interestingly many of the predicted developments have been accurate.

Overall this is a valuable overview of the ‘state of play’ in e-learning until 2001. Anybody interested in an assessment of this period of e-learning development will find the paper very helpful, and certainly an excellent alternative to embarking on a full review of information sources. The very specific time dimension is both a strength and weakness of the paper when reading it in 2005, as certain of the methods, approaches and concepts discussed have developed over recent years, and have partly been overtaken by more modern approaches as well as more refined and developed terminology. As a reader it is important to keep this in mind.