Summary

′I would like to enthusiastically recommend The SAGE Handbook of E-Learning Research. An international set of authors have produced a highly readable handbook that covers topics in E-learning research, theory, policy, language and literacy, and design issues. The work draws on multiple perspectives ranging from early work in asynchronous learning networks to community organization in e-learning. This is a large and much needed work that organizes and illuminates issues in E-learning in a way that readers will be able to take away practical advice for their own use. I am quite pleased to see this handbook that provides a very useful organization of knowledge for our field′ - John Bourne, Ph.D Professor and Executive Director, The Sloan Consortium (www.sloan-c.org)

′This book is an important contribution to the development of E-learning because its account of the research always begins with the context of learning from which the exploitation of technology can be viewed. The authors help us understand that technology affords new kinds of relationship between the learner and what is learned, and how it is learned. With this rich understanding, the book is able to build the wide-ranging research foundation on which the field can move forward′ - Diana Laurillard, Institute of Education, University of London

′A comprehensive and compelling resource that provides a global perspective on a development that is transforming higher education′ - David Pilsbury, Chief Executive, Worldwide Universities Network

′Unlike many how-to books on the topic...this work focuses on research for educators and others interested in how technology enhances or diminishes learning. Highly Recommended′ - Choice Magazine

This handbook provides a state-of-the-art, in-depth account of research in the rapidly expanding field of E-learning. The first of its kind, it provides reviews of over 20 areas in E-learning research by experts in the field, and provides a critical account of the best work to date. The contributors cover the basics of the discipline, as well as new theoretical perspectives. Areas of research covered by the Handbook include:

- Contexts for researching e-learning

- Theory and policy

- Language and literacy

- Design issues

- History of the field

The editors′ introduction and many of the chapters show how multiple aspects of E-learning interact. The introduction also provides a new model for researching the field.

This book is relevant for everyone in higher education, from undergraduate to faculty, as well as university administrators involved in providing E-learning. It will provide a research background for higher education, including universities, training colleges, and community colleges. It will also be relevant to those involved in any research and developmental aspect of E-learning - corporate trainers and those involved in online programs at secondary school or in virtual high schools.

Whether you are a lecturer, researcher or programme designer, this is an essential read.

Richard Andrews is Professor in English at the Institute of Education, University of London and Visiting Professor at New York University′s Steinhardt School of Education, Culture and Human Development.

Caroline Haythornthwaite is Associate Professor at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign.

Choice Review

This handbook offers an interesting sampling of research articles by experts on various aspects of e-learning, mostly situated in institutions of higher education. The introduction gives a comprehensive overview of e-learning research, defining the jargon and the practical and theoretical issues associated with the topic. The main themes are that learning does not take place independently of technologies, that e-learning itself is transformative and "co-evolutionary in nature," and that what one learns is influenced by how one learns--technology is more than a mere delivery mechanism. Articles in part 1 offer a variety of contexts for researching e-learning, discussing asynchronous learning networks, the relationship between computers and writing, the digital divide, and gaming, along with learning theories and methods. Part 2, devoted to theory, contains discussions about distinctions between distance education and e-learning, cognitive issues with e-learning, mobile technologies, and collaborative learning. Part 3 presents further discussions about institutional and governmental policies, and regulations/laws that affect the quality of e-learning. Part 4 is devoted to language and literacy, particularly second-language learning and bilingualism. Finally, part 5 considers how online communities are successfully created. Unlike many how-to books on the topic, such as Integrated E-Learning (2004), edited by Wim Jochems, J. van Merrienboer, and R. Koper, this work focuses on research for educators and others interested in how technology enhances or diminishes learning. Summing Up: Highly recommended. Upper-level undergraduates and above. S. A. Ariew University of South Florida