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The work deconstructs the review activities, including its coding approach using an “Argument Catalogue,” its coverage of literature from 2000 onward, and perspectives used to code outcomes. It evaluates whether stated objectives were met and critiques underlying assumptions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-review-of-e-learning-in-canada-a-rough-sketch-of-the-evidence-gaps-and-promising-directions-a-commentary/597684/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-review-of-e-learning-in-canada-a-rough-sketch-of-the-evidence-gaps-and-promising-directions-a-commentary/597684.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the e-learning review in Canada discussed in this commentary?","Question",{"text":112,"@type":113},"The review aimed to provide evidence and identify gaps in e-learning, then derive promising directions for further inquiry.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the introduction define e-learning and why is that definition important?",{"text":117,"@type":113},"e-learning is defined as applying computer technologies to education to develop knowledge and skills, supported by ICT-based interactions. 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She can be reached at heatherk@atha bascau.ca  \nThe purpose of the Review of e Learning in Canada, conducted by Abrami and associates ( which I refer to as ‘the team’) , was to provide evidence and gaps on the topic of e learning, and based on this data provide promising directions for e learning. Funded by the Canadian Council on Learning, the stated objectives of t he review were to: 1) identify and verify through research the most effective practices and procedures to promote learning;  \n2) identify major gaps in our knowledge and understanding of e learning; and 3) identify the most promising lines of inquiry for addressing those gaps . The review covers the literature from 2000 forward with an attempt to focus on Canadian literature, in both official languages . Using an Argument Catalogue code book a number of classes were identified by the researchers upon which the review was framed. The documents were also coded to provide data on outcomes of t he e learning research from the following perspectives : general public opinion, practitioner literature, policy documents, scholarly reviews, and primary Canadian research.  \nDid the team achieve their objectives? And do their outcomes provide us with promising directions for e learning? This commentary will begin by deconstructing the activities of this review and conclude with comments on how well the objectives of t his review were met.  \nIntroduction  \nThe introduction begins with the following explanation of the term e learning:  \nE learning has become the general term encompassing the application of computer technologies to education, whether it occurs in face to face classrooms, in blended and hybrid courses, in mediated distance education contexts or in online learning environments. The Canadian Council on Learning (CCL) defines e learning as the development of knowledge and skills through the use of information and communication technologies (ICTs) particularly to  \nsupport interactions for learning—interactions with content, with learning activities and tools, and with other people. It is not merely content related, not limited to a particular technology and can be a component of blended or hybrid learning. (Rossiter, 2002; also 2005 in an address at the CCL Workshop on E Learning). The CCL recognizes the breadth of the concept of learning through electronic means, as well as its growing pervasiveness in Canadian institutions of formal learning, at the level of elementary and secondary schools and of colleges, and universities, as well as in early childhood and health related learning. (p.9)  \nThe term e learning, when used in everyday language, is rich in multiple meanings and, as such, beginning with an encompassing definition is essential. Whether the reader agrees or  \ndisagrees with the team’s ( or CCL’s ) description of the term e learning, establishing meaning early in the introduction is essential so readers are operating with the same set of understandings .  \nFollowing the definition of the term e learning is a n icely constructed overview of e learning from both enthusiasts and sceptics . It is also here that the biases and undeclared assumptions of the research team begin to emerge . The team cites an article fromMaclean ’s magazine entitled “How computers make our kids stupid”. They note that this article, which is one person’s opinion, criticises the use of technologies . They observe further that this exposé does not provide an accurate, complete or balanced portrait of the use of technologies in the learning process, making the point that this reporter’s personal perceptions of technologies in the classroom are unfounded. While not di","cbCaiboU8xlkGTRT","https://ap.wps.com/l/cbCaiboU8xlkGTRT","pdf",326597,14,"English","# Introduction\n## Definition of e learning\n## Framing the evidence and assumptions\n# Approaches and Methodology\n## Review standards and repeatable methods","[{\"question\":\"What was the purpose of the e-learning review in Canada discussed in this commentary?\",\"answer\":\"The review aimed to provide evidence and identify gaps in e-learning, then derive promising directions for further inquiry.\"},{\"question\":\"How does the introduction define e-learning and why is that definition important?\",\"answer\":\"e-learning is defined as applying computer technologies to education to develop knowledge and skills, supported by ICT-based interactions. Establishing meaning early helps readers share the same understanding of the term.\"},{\"question\":\"What approach and methodology are described for the review process?\",\"answer\":\"The review process is based on a framework using analysis of news media practitioner opinions and policy documents, organized through an “Argument Catalogue,” with stated standards for a comprehensive, repeatable, clear, and precise methodology.\"}]","A Review of e Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions - A Commentary | PDF",1792085500,35]