Towards a new definition of e-learning and m-learning

Abstract

In the last decade, research on e-learning and m-learning has grown significantly, reflecting the increasing importance of these approaches in the field of education. However, a careful review of the literature reveals a lack of consensus on the precise definitions of these two approaches. Terms like 'Digital learning,' 'Distance learning,' and 'Online learning' are often used interchangeably to refer to e-learning, which can create some confusion and a lack of clarity in academic and practical discourse. This ambiguity not only complicates research efforts but also creates challenges for policymakers and educators who seek to apply these approaches effectively. Our study adopts an exploratory documentary methodology to develop a comprehensive and contemporary definition of e-learning and e-learning through a detailed analysis of existing literature. In this article, we clarify the key distinctions among the terms 'Digital learning,' 'Distance learning,' and 'Online learning'. Additionally, we propose an updated definition of e-learning that that goes beyond the simple transmission of knowledge through digital tools, the use of the internet for learning, or the integration of information and communication technologies (ICT) in education. Instead, our definition highlights an integrative approach that considers these three dimensions while prioritizing pedagogical interactions between teachers and students within a virtual environment. In parallel, we position m-learning as a more advanced concept than e-learning, characterized by its capacity to facilitate learning in diverse contexts, including offline scenarios. This article proposes contemporary definitions for e-learning and m-learning, offering a more nuanced and consistent view of these two concepts. These new definitions will contribute to better alignment in research, educational policies, and teaching practices, allowing for the full benefits of learning technologies to be realized.