This chapter is the Introduction to the Sage Handbook of E-Learning Research (2007), edited by Richard Andrews and Caroline Haythornthwaite. The introduction, written by the editors, is a substantial work that addresses definitional issues about e-learning research; it begins with an exploration of the “e” and “learning” components in e-learning, and continues with theoretical and methodological issues, and a model and discussion of co-evolutionary processes of technology and learning. The publication of the Handbook marks a significant point in studies in e-learning. Although there has been considerable development in teaching and learning, as well as in learning design, there is as yet no coherent view of what constitutes research in the field nor of how best to undertake it. The volume this introduction begins contains state-of-the-art chapters by leading e-learning researchers which takes stock of progress in e-learning research, addressing a range of issues from student experience to policy and provides a foundation for further research and development.
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