2. e-Learning so Far

e-learning has come a long way and it is only thanks to previous versions and numerous evolutions of e-learning that we can propose new routes and design intelligent systems for future generations. This also enables us to appreciate and value the meaning of moving forward as we fully understand and acknowledge from where we are coming. A plethora of research studies have reported conflicting results over the years as some praise and applaud this medium, while others disapprove and critise e-learning in every possible way. The fact that e-learning itself is not regulated by a specific academic body and that best practices are subjective, divergent and too generic, renders the whole playing game fuzzy, confusing and incredibly frustrating to the learners. However, pedagogical trends and technological forces have shaped the history of e-learning and will continue to do so. How have these rubbed off onto each other? And how have they influenced the following generation of e-learning? What are the factors that will impinge on the future of online education? In this chapter a deeper examination and appreciation of these changes and developments over the years is presented in an effort to understand the inevitable evolution that occurred and how this affected and influenced the whole environment surrounding e-learning. These include the social implications, the pedagogical repercussions and the technological impacts that gave rise to different e-learning generations.