In order to understand a definition of so-called ‘rapid’ e-learning, we need to be clear on what we understand by conventional e-learning.
E-learning is a relatively new term, and derives from the development of alliances and consortia consisting of corporate businesses and education providers emerging at around 1995 (Jegede, 2001, p.75). Hirumi (2002, p.19) has defined e-learning as learning that is stimulated primarily through the use of telecommunication technologies, such as electronic mail, bulletin board systems, electronic whiteboards, internet-relay chat, desktop video conferencing and the world-wide-web. And a simple working definition has been given by Jung as the internet-based delivery of information, communication, education, and training (Jung, 2002, p. 63). A full treatment of terminologies and definition of e-learning are given in Kawachi (2005), where conventional e-learning is defined as learning that utilizes electronic means of information and knowledge management in a wide sense, and social constructivist learning through computer-mediated communications in a virtual space in a narrow sense.
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Kawachi, P. (2005). Computers, multimedia and e-learning.
In U.V. Reddi & S. Mishra (Eds.), Educational media in Asia, (pp. 97-122). Vancouver : Commonwealth of Learning.
Hirumi, A. (2002). The design and sequencing of e-learning interactions : A grounded approach. International Journal on E-Learning 1(1): 19-27. http://www.aace.org/dl/index.cfm/fuseaction/ViewPaper/id/6526/
Jegede, O. (2001). Hong Kong. In O. Jegede, & G. Shive (Eds.), Open and distance education in the Asia Pacific region (pp. 44-79). Hong Kong : Open University of Hong Kong Press.
Jung, I. (2002). Promises and challenges of e-learning in a globalized society. Plenary Session II, Proceedings of the 16 th Annual Conference of the Asian Association of Open Universities, 5-7 November, Seoul, Korea. http://www.aaou.or.kr