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An editorial is presented on research in learning, media, and technology. Topics include use of computers in schools maintaining and exaggerating inequities, with poor, minority, and female students having less access; and revolutionising open and distance learning being developed in feminist, radical, and anti-racist classrooms.

Purpose E-learning environments and services (ELES) adoption and success rates challenge ELES designers, practitioners and organisations. Enterprise decision makers continue to seek effective instruments in launching such systems. The purpose of this paper is to understand users’ perceptions of ELES effectiveness and develop a theoretical framework which improves understanding of success factors for adoption.Design/methodology/approach Grounded theory method is used to reflect on the relationships between changing users’ requirements and expectations, technological advances and ELES effectiveness models. A longitudinal study collecting data from social media blogs over four years was authenticated based on the context evaluation, language structure and conversational constructs.Findings Identification of a new core dimension named “Concept Functionality” which can be used to understand the relationships between e-learning effectiveness factors including the relationships with other domains such as security. The findings are also used to validate major existing models for the success of ELES.Practical implications The new framework potentially improves system design process in the fields of education technology, enterprise systems, etc.Originality/value Concept functionality dimension can offer more insights to understand ELES effectiveness and further improve system design process in a variety of domains including enterprise systems, process modelling and education technology. [ABSTRACT FROM AUTHOR]

The remote town of Alice Springs in central Australia has a university campus of Charles Darwin University, the main campus of which is based in Darwin, about 1,500kms away on the north Australian coast. The remote place and space of Alice Springs and its campus create a challenging teaching and learning space. To encourage local people to attend courses, understanding the physical and sociocultural immediacy of the place/space of "The Alice" is worthwhile. Local people can be classed as face-to-face "internal" students. However, due to online learning, "external" students also flow into the localised space of the Alice teaching and learning environment, as both sets of students are taught at the same time in the same online/offline place. This creates a hybrid local/online cultural learning site. This paper will look at the impact of "internal" (material)/ "external" (immaterial) teaching and learning place and space and argues that for "local" teaching and learning to succeed, the contribution of extra-local spatial participation should be influential. [ABSTRACT FROM AUTHOR]

This paper focuses on education, training, teachers and students starting from a general perspective in order to discuss two specific case studies. The article aimed to define education and the role of the teacher and of the learner, moving on to the greater than ever need for e-learning (virtual modules, electronic resources, online learning and teaching) and ending with the case studies of Finland and Romania. Based on my personal experience as student and teacher in Romania and the chance to experience Finnish educational services as an Erasmus teacher, this paper analyzed both theoretical and practical aspects related to: education, teaching, learning, elearning, developing and maintaining a sustainable platform and adapting to new teaching and learning models. Additionally using theoretical sources, the current research considered the similarities and the differences between the two education systems and emphasized the importance of incorporating other countries' experience into Romania's brighter future. [ABSTRACT FROM AUTHOR]

Civilian, military and government institutions offer a wide range of courses on intelligence and are increasingly doing so online. While evaluation and improvement are critical to ensuring quality training and education, there is little research about how to evaluate and improve online intelligence courses. Based on the author's experience developing and teaching such courses, this article offers four suggestions to those involved in online intelligence training and education: (1) conduct a key assumptions check; (2) ensure the course presentation embodies the principles of intelligence communication; (3) encourage creative freedom; and (4) build in mechanisms for feedback throughout the course. [ABSTRACT FROM AUTHOR]