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Expert Opinion on the Impact of e-Learning in Higher Education","","This study determines the level of expert agreement on how e-learning technology affects learning experiences in Canadian higher education. Fourteen e-learning experts identify key contention areas: platforms for ideal speech, interaction opportunities, learner-community creation, new learning environments, discussion platforms, student demand, and whether learning environments are equal and equitable. Findings indicate e-learning’s value requires further research before leaders and educators adopt it in practice and policy.",{"@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/has-e-learning-delivered-on-its-promises-expert-opinion-on-the-impact-of-e-learning-in-higher-education/597312/",{"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/has-e-learning-delivered-on-its-promises-expert-opinion-on-the-impact-of-e-learning-in-higher-education/597312.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main purpose regarding e-learning?","Question",{"text":112,"@type":113},"The study aimed to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which areas did the experts identify as sources of contention?",{"text":117,"@type":113},"Experts pointed to several areas: ideal-speech platforms, interaction opportunities, creation of learner communities, new learning environments, discussion platforms, student demand, environment equity, and the quality of learning experience.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the study findings suggest before higher education leaders adopt e-learning?",{"text":121,"@type":113},"The findings indicate that e-learning’s value requires further research before leaders and teacher-practitioners are willing to incorporate it into teaching practices and policy documents.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597312,1792231173,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CSSHE SCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur  \nVolume 38, No. 1, 2008, pages 45-65 [www.ingentaconnect.com/content/csshe/cjhe](www.ingentaconnect.com/content/csshe/cjhe)  \nHas e-Learning Delivered on its Promises? Expert Opinion on the Impact of  \ne-Learning in Higher Education  \nHeather Kanuka Athabasca University  \nJennifer Kelland University of Alberta  \nABSTRACT  \nThe purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions;  \n(6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The findings of this study indicate that the value of e-learning requires further research before higher education leaders andteacher-practitioners are willing to incorporate them in teaching practices and policy documents.  \nRÉSUMÉ  \nLe but de cette étude était de déterminer le degré d’accord parmi des experts à propos de l’impact de la technologie d’apprentissage en ligne dans l’enseignement supérieur au Canada. Les quatorze experts consultés s’entendent pour dire qu’il existe des controverses au sujet  \n46 CJHE / RCES Volume 38, No. 1, 2008  \ndes technologies d’apprentissage en ligne dans les domaines suivants :  \n(1) les technologies comme moyen de communication permettant une situation idéale de parole; (2) l’augmentation des occasions d’interaction;(3) la possibilité de créer des communautés étudiantes; (4) la possibilité de fournir un nouveau genre d’environnement d’apprentissage;(5) l’offre d’un moyen de communication pour la discussion; (6) lademande étudiante pour l’apprentissage en ligne; (7) le degré d’équité et d’égalité de l’environnement d’apprentissage offert; et (8) la qualité de l’expérience d’apprentissage. Les résultats de cette étude indiquent que davantage de recherche est nécessaire pour éclairer les décideurset les praticiens de l’enseignement supérieur sur les politiques et les pratiques d’apprentissage en ligne.  \nAs a result of the increased integration of Internet and web-based communication technologies, which we refer to as simply “e-learning,” higher education has moved into a third decade of change in how courses and programs are designed and delivered. During this time, e-learning technologies have produced an intense, immediate, and disruptive transformation on higher education (Archer, Garrison, & Anderson, 1999) . Enthusiastic early adopters of e-learning argued that there are many new possibilities offered by these technologies for Canadian educators in higher education. These enthusiastic accounts were soon followed by the creation of task forces to assess e-learning’s potential. For example, a task force comprised of administrators, researchers and other specialists in e-learning was established by the Natural Sciences and Engineering Research Council (NSERC) to explore the (1) opportunities and challenges presented by virtual programs in the postsecondary sector and (2) future policy for research funding for the development of online learning. The following conclusion was made by the task force members about online learning and distributed online research communities:  \n[e-Learning] comes at an excellent moment for Canada. It enables research collaboration to begin to conquer geographic limitations. It provides the key to a radical expansion in the national research effort. And it opens doors for Canadian leadership in innovation for online learning. (Report of the Task Force on Virtual","cbCaimpDHSjUXh67","https://ap.wps.com/l/cbCaimpDHSjUXh67","pdf",95455,21,"English","# Abstract\n# Introduction\n# Review of Relevant Literature","[{\"question\":\"What was the study’s main purpose regarding e-learning?\",\"answer\":\"The study aimed to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences.\"},{\"question\":\"Which areas did the experts identify as sources of contention?\",\"answer\":\"Experts pointed to several areas: ideal-speech platforms, interaction opportunities, creation of learner communities, new learning environments, discussion platforms, student demand, environment equity, and the quality of learning experience.\"},{\"question\":\"What do the study findings suggest before higher education leaders adopt e-learning?\",\"answer\":\"The findings indicate that e-learning’s value requires further research before leaders and teacher-practitioners are willing to incorporate it into teaching practices and policy documents.\"}]","Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education | PDF",1792084791,53]