e-Learning, online learning, and distance learning environments: Are they the same?

a r t i c l e i n f o It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for different types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-Learning, and online learning. Distance education has a history that spans almost two centuries (Spector, Merrill, Merrienboer, & Driscoll, 2008), and this time period represents significant changes in how learning occurs and is communicated. From basic correspondence through postal service to the wide variety of tools available through the Internet, society has embraced new forms of communication through the years. One such form, online learning, is known to have a history of access beginning in the 1980's whereas another term, referred to as e-Learning, does not have its origins fully disclosed (Harasim, 2000). As researchers and designers utilized these emerging technologies, we find that a relaxed use of the terminology makes it difficult to design and evaluate similar learning environments without understanding the specific characteristics (Phipps & Merisotis, 1999). The design of different types of learning environments can depend on the learning objective, target audience, access (physical, virtual and/or both), and type of content. It is important to know how the learning environment is used, and the influences of the tools and techniques that distinguish the differences in learning outcomes as the technology evolves. 2. Literature definitions As learning technology and its associated fields continue to evolve, practitioners and researchers have yet to agree on common definitions and terminologies (Lowenthal & Wilson, 2010; Volery & Lord, 2000). As a result, it is difficult for researchers to perform meaningful cross-study comparisons and build on the outcomes from the previous studies. This contributes to conflicting findings about distance learning, e-Learning, and online learning environments. In addition, terms are often interchanged without meaningful definitions. As an initial step, we reviewed the relevant literature to determine how these learning environments were defined. Distance education is the most renowned descriptor used when referencing distance learning. It often describes the effort of …