Skip to main content
SpringerLink
Log in

Future Trends in the Design Strategies and Technological Affordances of E-Learning

  • Living reference work entry
  • First Online:
Learning, Design, and Technology

Abstract

E-learning has become an increasingly important learning and teaching mode in recent decades and has been recognized as an efficient and effective learning method. The rapidly rising number of Internet users with smartphones and tablets around the world has supported the spread of e-learning, not only in higher education and vocational training but also in primary and secondary schools.

E-learning and traditional distance education approaches share the emphasis on “any time, any place” learning and the assumption that students are at a distance from the instructor. The design of the initial e-learning courses tended to replicate existing distance education practice based on content delivery. However, long textual lectures were clearly not suitable for the online environment. These early insights guided the development of e-learning (technical and pedagogical) and emphasized the need for communication and interaction.

E-learning describes learning delivered fully online where technology mediates the learning process, teaching is delivered entirely via Internet, and students and instructors are not required to be available at the same time and place.

E-learning practices are evolving with the mutual influence of technological e-learning platforms and pedagogical models. Today, the broad penetration and consolidation of e-learning needs to advance and open up to support new possibilities. Future e-learning should encompass the use of Internet technologies for both formal and informal learning by leveraging different services and applications.

The purpose of this chapter is to provide a general analysis of the evolution and future trends in e-learning. The authors intend to summarize findings from contemporary research into e-learning in order to understand its current state and to identify the main challenges in the technological and pedagogical affordances of e-learning.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Adkins, B. A., Foth, M., Summerville, J. A., & Higgs, P. L. (2007). Ecologies of innovation: Symbolic aspects of cross-organizational linkages in the design sector in an Australian inner-city area. American Behavioral Scientist, 50(7), 922–934. doi:10.1177/0002764206298317.

    Article  Google Scholar 

  • Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Parada, H. A., Muñoz-Organero, M., & Rodríguez-de-las-Heras, A. (2013). Analysing the impact of built-in and external social tools in a MOOC on educational technologies. In D. Hernández-Leo, T. Ley, R. Klamma, & A. Harrer (Eds.), Scaling up learning for sustained impact. 8th European conference, on technology enhanced learning, EC-TEL 2013, Paphos, Cyprus, September 17–21, 2013. Proceedings (Vol. 8095, pp. 5–18). Berlin Heidelberg: Springer.

    Google Scholar 

  • Anderson, T. (2008). Toward a theory of online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd ed., pp. 45–74). Edmonton, AB: AU Press, Athabasca University.

    Google Scholar 

  • Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12(3), 80–97.

    Google Scholar 

  • Aubusson, P. (2002). An ecology of science education. Int J Sci Educ, 24(1), 27–46. doi:10.1080/09500690110066511.

    Article  Google Scholar 

  • Andrews, T., & Tynan, B. (2012). Distance learners: Connected, mobile and resourceful individuals. Australasian Journal of Educational Technology, 28(4), 565–579.

    Google Scholar 

  • Baker, J. W. (2000). The ‘Classroom Flip’: Using web course management tools to become the guide by the side. In J. A. Chambers (Ed.), Selected papers from the 11th international conference on college teaching and learning (pp. 9–17). Jacksonville, FL: Community College at Jacksonville.

    Google Scholar 

  • Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human development, 49(4), 193–224.

    Article  Google Scholar 

  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. New York: Buck Institute for International Society for Technology in Education.

    Google Scholar 

  • Berlanga, A. J., & García-Peñalvo, F. J. (2005). Learning technology specifications: Semantic objects for adaptive learning environments. International Journal of Learning Technology, 1(4), 458–472. doi:10.1504/IJLT.2005.007155.

    Article  Google Scholar 

  • Bo, D., Qinghua, Z., Jie, Y., Haifei, L., & Mu, Q. (2009). An E-learning ecosystem based on cloud computing infrastructure. In Ninth IEEE International Conference on Advanced Learning Technologies, 2009 (pp. 125–127). Riga: Latvia.

    Google Scholar 

  • Borrás Gené, O., Martínez-Nuñez, M., & Fidalgo-Blanco, Á. (2016). New challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education, 32(1B), 501–512.

    Google Scholar 

  • Bozkurt, A., Kumtepe, E. G., Kumtepe, A. T., Aydın, İ. E., Bozkaya, M., & Aydın, C. H. (2015). Research trends in Turkish distance education: A content analysis of dissertations, 1986–2014. European Journal of Open, Distance and E-learning, 18(2), 1–21.

    Google Scholar 

  • Brown, J. S. (2000). Growing up: Digital: How the web changes work, education, and the ways people learn. Change: The Magazine of Higher Learning, 32(2), 11–20.

    Google Scholar 

  • Casany, M. J., Alier, M., Mayol, E., Conde, M. Á., & García-Peñalvo, F. J. (2013). Mobile learning as an asset for development: Challenges and oportunities. In M. D. Lytras, D. Ruan, R. Tennyson, P. Ordoñez de Pablos, F. J. García-Peñalvo, & L. Rusu (Eds.), Information systems, E-learning, and knowledge management research. 4th World Summit on the Knowledge Society, WSKS 2011, Mykonos, Greece, September 21–23, 2011. Revised Selected Papers (Mykonos, Greece, 21–23 September 2011) (Vol. CCIS 278, pp. 244–250). Berlin/ Heidelberg: Springer .

    Google Scholar 

  • Chang, E., & West, M. (2006). Digital ecosystems a next generation of the collaborative environment. In G. Kotsis, D. Taniar, E. Pardede, & I. K. Ibrahim (Eds.), Proceedings of iiWAS'2006 - The Eighth International Conference on Information Integration and Web-based Applications Services, 4–6 December 2006, Yogyakarta, Indonesia (pp. 3–24): Austrian Computer Society.

    Google Scholar 

  • Chatti, M. A., Jarke, M., & Specht, M. (2010). The 3P learning model. Educational Technology & Society, 13(4), 74–85.

    Google Scholar 

  • Chen, W., & Chang, E. (2007). Exploring a digital ecosystem conceptual model and its simulation prototype. In Proceedings of IEEE international symposium on industrial electronics, 2007 (ISIE 2007) (pp. 2933–2938). Spain: University of Vigo.

    Google Scholar 

  • Clark, D. (2013). MOOCs: Taxonomy of 8 types of MOOC. Retrieved from http://donaldclarkplanb.blogspot.com.es/2013/04/moocs-taxonomy-of-8-types-of-mooc.html

  • Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, USA: Pfeiffer.

    Google Scholar 

  • Collis, B. (1996). Tele-learning in a digital world. The future of distance learning. London: International Thomson Computer Press.

    Google Scholar 

  • Conde, M. Á., García-Peñalvo, F. J., Rodríguez-Conde, M. J., Alier, M., Casany, M. J., & Piguillem, J. (2014). An evolving learning management system for new educational environments using 2.0 tools. Interactive Learning Environments, 22(2), 188–204. doi:10.1080/10494820.2012.745433.

    Article  Google Scholar 

  • Conde-González, M. Á., García-Peñalvo, F. J., Rodríguez-Conde, M. J., Alier, M., & García-Holgado, A. (2014). Perceived openness of learning management Systems by students and teachers in education and technology courses. Computers in Human Behavior, 31, 517–526. doi:10.1016/j.chb.2013.05.023.

    Article  Google Scholar 

  • Conole, G. (2013). Digital identity and presence in the social milieu. Paper presented at the Pelicon conference, 2013, 10–12th April, Plymouth.

    Google Scholar 

  • Conole, G. (2014). Learning design: A practical approach. London: Routledge.

    Google Scholar 

  • Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 109–127). : Athabasca: Canadá Athabasca University Press/Edmonton.

    Google Scholar 

  • Crouzier, T. (2015). Science Ecosystem 2.0: How will change occur? Luxembourg: Publications Office of the European Union.

    Google Scholar 

  • Dabbagh, N. (2005). Pedagogical models for E-Learning: A theory-based design framework. International Journal of Technology in Teaching and Learning, 1(1), 25–44.

    Google Scholar 

  • Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217–226.

    Google Scholar 

  • Daniel, J., Vázquez Cano, E., & Gisbert, M. (2015). The future of MOOCs: Adaptive learning or business model? RUSC. Universities and Knowledge Society Journal, 12(1), 64–73 doi:http://dx.doi.org/10.7238/rusc.v12i1.2475.

    Article  Google Scholar 

  • Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of online discussion strategies: A meta-analysis. American Journal of Distance Education, 27(4), 228–241.

    Article  Google Scholar 

  • Dhungana, D., Groher, I., Schludermann, E., & Biffl, S. (2010). Software ecosystems vs. natural ecosystems: Learning from the ingenious mind of nature ECSA '10 Proceedings of the Fourth European Conference on software architecture: Companion Volume (pp. 96–102). New York, NY: ACM.

    Google Scholar 

  • Downes, S. (2005). E-learning 2.0. eLearn Magazine (October).

    Google Scholar 

  • Downes, S. (2012). E-Learning generations. Retrieved from http://halfanhour.blogspot.be/2012/02/e-learning-generations.html

  • Downes, S. (2013). Week 2: The quality of massive open online courses. Retrieved from http://mooc.efquel.org/week-2-the-quality-of-massive-open-online-courses-by-stephen-downes/

  • European Commission. (2006). A network of digital business ecosystems for Europe: Roots, processes and perspectives. Brussels/Belgium: European Commission, DG Information Society and Media Introductory Paper.

    Google Scholar 

  • Fidalgo-Blanco, Á., García-Peñalvo, F. J., & Sein-Echaluce Lacleta, M. L. (2013). A methodology proposal for developing adaptive cMOOC. In F. J. García-Peñalvo (Ed.), Proceedings of the First International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’13) (pp. 553–558). New York: ACM.

    Chapter  Google Scholar 

  • Frow, P., McColl-Kennedy, J. R., Hilton, T., Davidson, A., Payne, A., & Brozovic, D. (2014). Value propositions: A service ecosystems perspective. Marketing Theory, 14(3), 327–351. doi:10.1177/1470593114534346.

    Article  Google Scholar 

  • Fulton, K. P. (2014). Time for learning: Top 10 reasons why flipping the classroom can change education. Thousand Oaks, CA: Corwin Press.

    Book  Google Scholar 

  • García-Holgado, A., & García-Peñalvo, F. J. (2013). The evolution of the technological ecosystems: An architectural proposal to enhancing learning processes. In F. J. García-Peñalvo (Ed.), Proceedings of the First International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’13) (Salamanca, Spain, November 14–15, 2013) (pp. 565–571). New York: ACM.

    Chapter  Google Scholar 

  • García-Holgado, A., & García-Peñalvo, F. J. (2014). Knowledge management ecosystem based on drupal platform for promoting the Collaboration between public administrations. In F. J. García-Peñalvo (Ed.), Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’14) (Salamanca, Spain, October 1–3, 2014) (pp. 619–624). New York: ACM.

    Google Scholar 

  • García-Holgado, A., & García-Peñalvo, F. J. (2016). Architectural pattern to improve the definition and implementation of eLearning ecosystems. Science of Computer Programming, 129, 20–34. doi:http://dx.doi.org/10.1016/j.scico.2016.03.010.

    Google Scholar 

  • García-Peñalvo, F. J. (2005). Estado actual de los sistemas E-Learning. Education in the Knowledge Society, 6(2).

    Google Scholar 

  • García-Peñalvo, F. J. (Ed.) (2008). Advances in E-learning: Experiences and methodologies. Hershey, PA, USA: Information Science Reference (formerly Idea Group Reference).

    Google Scholar 

  • García-Peñalvo, F. J., & Alier, M. (2014). Learning management system: Evolving from silos to structures. Interactive Learning Environments, 22(2), 143–145. doi:10.1080/10494820.2014.884790.

    Article  Google Scholar 

  • García-Peñalvo, F. J., Fidalgo-Blanco, Á., Sein-EchaluceLacleta, M., & Conde-González, M. Á.(2016). Cooperative micro flip teaching. In P. Zaphiris & I. Ioannou (Eds.), Proccedings of the Learning and collaboration technologies. Third international conference, LCT 2016, held as part of HCI international (Toronto, ON, Canada, July 17–22, 2016) (pp. 14–24). Cham, Switzerland: Springer International Publishing.

    Google Scholar 

  • García-Peñalvo, F. J., García de Figuerola, C., & Merlo-Vega, J. A. (2010). Open knowledge: Challenges and facts. Online Information Review, 34(4), 520–539. doi:10.1108/14684521011072963.

    Article  Google Scholar 

  • García-Peñalvo, F. J., Hernández-García, Á., Conde-González, M. Á., Fidalgo-Blanco, Á., Sein-Echaluce Lacleta, M. L., Alier-Forment, M., ... Iglesias-Pradas, S. (2015). Learning services-based technological ecosystems. In G. R. Alves & M. C. Felgueiras (Eds.), Proceedings of the third international conference on technological ecosystems for enhancing multiculturality (TEEM’15) (Porto, Portugal, October 7–9, 2015) (pp. 467–472). New York: ACM.

    Google Scholar 

  • García-Peñalvo, F. J., Johnson, M., Ribeiro Alves, G., Minovic, M., & Conde-González, M. Á. (2014). Informal learning recognition through a cloud ecosystem. Future Generation Computer Systems, 32, 282–294 doi:http://dx.doi.org/10.1016/j.future.2013.08.004.

    Article  Google Scholar 

  • García-Peñalvo, F. J., & Seoane-Pardo, A. M. (2015). Una revisión actualizada del concepto de eLearning. Décimo Aniversario. Education in the Knowledge Society, 16(1), 119–144 doi:http://dx.doi.org/10.14201/eks2015161119144.

    Article  Google Scholar 

  • Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. New York: RoutledgeFalmer.

    Book  Google Scholar 

  • Garrison, D. R., Anderson, T., & Archer, W. (2003). A theory of critical inquiry in online distance education. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 113–127). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Gašević, D., Adesope, O., Joksimović, S., & Kovanović, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet and Higher Education, 24, 53–65.

    Google Scholar 

  • Gómez-Aguilar, D. A., García-Peñalvo, F. J., & Therón, R. (2014). Analítica Visual en eLearning. El Profesional de la Información, 23(3), 236–245.

    Google Scholar 

  • Griffiths, D., & García-Peñalvo, F. J. (2016). Informal learning recognition and management. Computers in Human Behavior, 55A, 501–503. doi:10.1016/j.chb.2015.10.019.

    Article  Google Scholar 

  • Gros, B., Lara, P., García, I., Mas, X., López, J., Maniega, D., & Martínez, T. (2009). El modelo educativo de la UOC. Evolución y perspectivas (2nd ed.). Barcelona, Spain: Universitat Oberta de Catalunya.

    Google Scholar 

  • Hanson, D., Maushak, N. J., Schlosser, C. A., Anderson, M. L., Sorensen, C., & Simonson, M. (1997). Distance education: Review of the literature (2nd ed.). Bloomington, IN: Association for Educational Communications and Technology.

    Google Scholar 

  • Hirsch, B., & Ng, J. W. P. (2011). Education beyond the cloud: Anytime-anywhere learning in a smart campus environment. In Proceedings of 2011 International Conference for Internet Technology and Secured Transactions (ICITST) (pp. 718–723). Abu Dhabi, United Arab Emirates: Conference on IEEE.

    Google Scholar 

  • Iansiti, M., & Levien, R. (2004). Strategy as ecology. Harvard Business Review, 82(3), 68–78.

    Google Scholar 

  • Jansen, S., Finkelstein, A., & Brinkkemper, S. (2009). A sense of community: A research agenda for software ecosystems. In 31st International Conference on Software Engineering - Companion Volume (pp. 187–190). Vancouver/Canada: ICSE-Companion 2009.

    Google Scholar 

  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43.

    Article  Google Scholar 

  • Lane, L. (2012). Three Kinds of MOOCs. Retrieved from http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/.

  • Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother?. Academic Exchange Quarterly, 15(2), 146.

    Google Scholar 

  • Lerís López, D., Vea Muniesa, F., & Velamazán Gimeno, Á. (2015). Aprendizaje adaptativo en Moodle: Tres casos prácticos. Education in the Knowledge Society, 16(4), 138–157 doi: http://dx.doi.org/10.14201/eks201516138157.

    Article  Google Scholar 

  • Llorens, F. (2014). Campus virtuales: De gestores de contenidos a gestores de metodologías. RED, Revista de Educación a distancia, 42, 1–12.

    Google Scholar 

  • Manikas, K., & Hansen, K. M. (2013). Software ecosystems – A systematic literature review. Journal of Systems and Software, 86(5), 1294–1306 doi:http://dx.doi.org/10.1016/j.jss.2012.12.026.

    Article  Google Scholar 

  • Mayer, R. E. (2003). Elements of a science of e-learning. Journal of Educational Computing, 29(3), 297–313. doi:10.2190/YJLG-09F9-XKAX-753D.

    Google Scholar 

  • McGreal, R., Kinuthia, W., & Marshall, S. (Eds.). (2013). Open educational resources: Innovation, research and practice. Vancouver: Commonwealth of Learning and Athabasca University.

    Google Scholar 

  • Metcalfe, S., & Ramlogan, R. (2008). Innovation systems and the competitive process in developing economies. The Quarterly Review of Economics and Finance, 48(2), 433–446. doi:10.1016/j.qref.2006.12.021.

    Article  Google Scholar 

  • Minović, M., García-Peñalvo, F. J., & Kearney, N. A. (2016). Gamification in engineering education. International Journal of Engineering Education (IJEE), 32(1B), 308–309.

    Google Scholar 

  • Morales, E. M., García-Peñalvo, F. J., & Barrón, Á. (2007). Improving LO quality through instructional design based on an ontological model and metadata. Journal of Universal Computer Science, 13(7), 970–979. doi:10.3217/jucs-013-07-0970.

    Google Scholar 

  • Noesgaard, S. S., & Ørngreen, R. (2015). The effectiveness of e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-learning effectiveness. Electronic Journal of e-Learning, 13(4), 278–290.

    Google Scholar 

  • Observatory of Educational Innovation of the Tecnológico de Monterrey. (2014). Flipped learning. Retrieved from Monterrey, México: http://observatorio.itesm.mx/edutrendsaprendizajeinvertido.

  • Papaioannou, T., Wield, D., & Chataway, J. (2009). Knowledge ecologies and ecosystems? An empirically grounded reflection on recent developments in innovation systems theory. Environment and Planning C: Government and Policy, 27(2), 319–339. doi:10.1068/c0832.

    Article  Google Scholar 

  • Pickett, S. T. A., & Cadenasso, M. L. (2002). The Ecosystem as a multidimensional concept: Meaning, model, and metaphor. Ecosystems, 5(1), 1–10. doi:10.1007/s10021-001-0051-y.

    Article  Google Scholar 

  • Ramírez Montoya, M. S. (2015). Acceso abierto y su repercusión en la Sociedad del Conocimiento: Reflexiones de casos prácticos en Latinoamérica. Education in the Knowledge Society (EKS), 16(1), 103–118 doi:http://dx.doi.org/10.14201/eks2015161103118.

    Article  Google Scholar 

  • Retalis, S., Papasalouros, A., Psaromiligkos, Y., Siscos, S., & Kargidis, T. (2006). Towardsnetworked learning analytics—A concept and a tool. In Proceedings of the fifth international conference on networked learning (pp. 1–8). UK: Lancaster.

    Google Scholar 

  • Rosenberg, M. J. (2001). E-learning: Strategies for delivering knowledge in the digital age. New York: McGraw-Hill.

    Google Scholar 

  • Sanchez i Peris, F. J. (2015). Gamificación. Education in the Knowledge Society, 16(2), 13–15.

    Article  Google Scholar 

  • Sánchez Prieto, J. C., Olmos Migueláñez, S., & García-Peñalvo, F. J. (2014). Understanding mobile learning: Devices, pedagogical implications and research lines. Education in the Knowledge Society, 15(1), 20–42.

    Google Scholar 

  • SCOPEO. (2013). MOOC: Estado de la situación actual, posibilidades, retos y futuro. Retrieved from Salamanca, Spain: http://scopeo.usal.es/wp-content/uploads/2013/06/scopeoi002.pdf.

  • Sein-Echaluce Lacleta, M. L., Fidalgo-Blanco, Á., García-Peñalvo, F. J., & Conde-González, M. Á. (2016). iMOOC Platform: Adaptive MOOCs. In P. Zaphiris & I. Ioannou (Eds.), Proceedings of the learning and collaboration technologies. Third international conference, LCT 2016, held as part of HCI international 2016 (Toronto, ON, Canada, July 17–22, 2016) (pp. 380–390). Cham, Toronto, Canada: Springer International Publishing.

    Google Scholar 

  • Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.

    Google Scholar 

  • Siemens, G. (2014). Digital Learning Research Network (dLRN). Retrieved from http://www.elearnspace.org/blog/2014/11/18/digital-learning-research-network-dlrn/.

  • Sonwalkar, N. (2013). The First Adaptive MOOC: A case study on pedagogy framework and scalable cloud architecture—Part I. MOOCs Forum, 1(P), 22–29. doi:10.1089/mooc.2013.0007.

    Article  Google Scholar 

  • Stöter, J., Bullen, M., Zawacki-Richter, O., & von Prümmer, C. (2014). From the back door into the mainstream: The characteristics of lifelong learners. In O. Zawacki-Richter & T. Anderson (Eds.), Online distance education: Towards a research agenda. Athabasca, Canada: Athabasca University Press.

    Google Scholar 

  • Subashini, S., & Kavitha, V. (2011). A survey on security issues in service delivery models of cloud computing. Journal of Network and Computer Applications, 34(1), 1–11.

    Article  Google Scholar 

  • Tan, E., & Loughlin, E. (2014). Using ‘Formally’ informal blogs to reate learning communities for students on a teaching and learning programme: Peer mentoring and reflective spaces. In F. J. García-Peñalvo & A. M. Seoane-Pardo (Eds.), Online tutor 2.0: Methodologies and case studies for successful learning (pp. 163–175). Hershey: IGI Global.

    Chapter  Google Scholar 

  • U.S. Department of Education - Office of Educational Technology. (2012). Enhancing teaching and learning through educational data mining and learning analytics: An issue brief. Retrieved from Washington, D.C.: https://tech.ed.gov/wp-content/uploads/2014/03/edm-la-brief.pdf.

  • Wenger, E. C. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.

    Book  Google Scholar 

  • Wiley, D. A. (2002). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The instructional use of learning objects. Bloomington, Indiana: Agency for Instructional Technology.

    Google Scholar 

  • Wilson, S., Liber, O., Johnson, M., Beauvoir, P., Sharples, P., & Milligan, C. (2007). Personal learning environments: Challenging the dominant design of educational systems. Journal of e-Learning and Knowledge Society, 3(3), 27–38.

    Google Scholar 

  • Yoshida, H. (2016). Perceived Usefulness of “Flipped Learning” on instructional design for elementary and secondary education: With focus on pre-service teacher education. International Journal of Information and Education Technology, 6(6), 430–434. doi:10.7763/IJIET.2016.V6.727.

    Article  Google Scholar 

  • Yu, E., & Deng, S. (2011). Understanding software ecosystems: A strategic modeling approach. In S. Jansen, J. Bosch, P. Campbell, & F. Ahmed (Eds.), IWSECO-2011 Software Ecosystems 2011. Proceedings of the Third International Workshop on software ecosystems. Brussels, Belgium, June 7th, 2011 (pp. 65–76). Aachen, Germany: CEUR Workshop Proceedings.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Universidad de Barcelona, Barcelona, Spain

    Begoña Gros

  2. Universidad de Salamanca, Salamanca, Spain

    Francisco J. García-Peñalvo

Authors
  1. Begoña Gros
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Francisco J. García-Peñalvo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Begoña Gros .

Editor information

Editors and Affiliations

  1. College of Info, Ste G150, Univ of North Texas, Denton, Texas, USA

    Michael J Spector

  2. School of Education, Virginia Tech, Blacksburg, Virginia, USA

    Barbara B Lockee

  3. School of Education, Baker University, Overland Park, Kansas, USA

    Marcus D. Childress

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing AG

About this entry

Cite this entry

Gros, B., García-Peñalvo, F.J. (2016). Future Trends in the Design Strategies and Technological Affordances of E-Learning. In: Spector, M., Lockee, B., Childress, M. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_67-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-17727-4_67-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Online ISBN: 978-3-319-17727-4

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation