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Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the report "A Review of e-Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions." The authors account the need for development programs for new initiatives which have high-quality research and evaluation programs. They say that they contacted Michele Jacobsen, editor of the "Canadian Journal of Learning and Technology" to know if the paper merited attention to request comments from experts in Canada.

Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a rejoinder to the commentaries from Canadian experts regarding several issues on the review of Canadian Council on Learning (CCL) on electronic learning (e-learning) in Canada. It explores the nature and importance of systematic procedures in reviewing research, the philosophical and methodological aspects, and the definition and impacts of e-learning. Furthermore, the authors assert that the article only provides some answers to the questions raised regarding the review.

This review provides a rough sketch of the evidence, gaps and promising directions in e–learning from 2000 onwards, with a particular focus on Canada. We searched a wide range of sources and document types to ensure that we represented, comprehensively, the arguments surrounding e–learning. Overall, there were 2,042 entries in our database, of which we reviewed 1,146, including all the Canadian primary research and all scholarly reviews of the literature. In total, there were 726 documents included in our review: 235 general public opinion; 131 trade⁄practitioners' opinion; 88 policy documents; 120 reviews; and 152 primary empirical research. The Argument Catalogue codebook included the following eleven classes of variables: 1) Document Source; 2) Areas⁄Themes of e–learning; 3) Value⁄Impact; 4) Type of evidence; 5) Research design; 6) Area of applicability; 7) Pedagogical implementation factors; 8) A–priori attitudes; 9) Types of learners; 10) Context; and 11) Technology Factors. [ABSTRACT FROM AUTHOR]