E-Learning Classifications: Differences and Similarities

abstRact This chapter identifies six e-learning classifications to understand the different forms of e-learning and demonstrates the differences and similarities of the classifications with classroom examples, including a pilot empirical study from the authors' experience. It argues that understanding the different e-learning classifications is a prerequisite to understanding the effectiveness of specific e-learning formats. How does the reader distinguish e-learning success and/or failure if the format used is not understood? For example, a learning format with a Web site link to download lecture notes is different from one that uses interactive communication between learner and instructor and the latter is different from one that uses " live " audio and video. In order to understand effectiveness, or lack thereof of an e-learning environment , more precise terminology which describes the format of delivery is needed. To address this issue, this chapter provides the following six e-learning classifications: e-learning with physical presence and without e-communication (face-to-face), e-learning without presence and without e-communication (self-learning), e-learning without presence and with e-communication (asynchronous), e-learning with virtual presence and with e-communication (synchronous), e-learning with occasional presence and with e-communication (blended/hybrid-asynchronous), and e-learning with presence and with e-communication (blended/hybrid-synchronous). E-learning classifications can aid researchers in identifying learning effectiveness for specific formats and how it alters the student learning experience.