There are an increasing number of reasons why we use e-learning. I would like to suggest that we look at them in a number of broad categories

1. The pedagogy /andragogy underpinning language learning and teaching

In the 1980’s the Communicative Approach to language teaching became the accepted approach to language teaching. It was a move away from grammar-based approaches. The Communicative Approach is about learning language for a communicative reason and focuses on real/authentic tasks and situations. With this approach we began to focus on the four skills of listening, speaking, reading and writing, as the average person in their native language spends more time listening than speaking, more time speaking than reading and least time writing. Naturally this also brought about the emphasis of the foreign language/target language itself rather than using English as a medium to teach it.

In the 1990’s professionals in the field have increasingly adopted an eclectic approach with strong communicative tendencies. This meant that while the Communicative Approach was the focus professionals also gleaned and borrowed techniques from other approaches including the inclusion of some grammatical concepts with the aim to make learners autonomous and hence increasingly less dependent on their tutors.

Today technology supports these approaches of target language use, the focus on the four skills, the emphasis on authentic communicative tasks extremely well. E-mail, message boards, mobile phones, PDAs, MP3 players, video, weblogs etc. are all authentic communication tools that can enhance language learning not only by providing motivation but by providing real communication possibilities with a real need to use the target language even when not in the foreign country. It brings a cultural element into the classroom, which is unparalleled. It offers a possibility to be culturally inclusive and celebrate diversity.

2. The pedagogy/andragogy underpinning learning and teaching in general

Over the last decades work has been carried out about how adults learn best. Some of these studies have caused some controversy such as studies on the significance of learning styles, for example. However, there also appears to be an agreement that learners learn best when they are actively engaged in learning. Active engagement means not being just exposed to knowledge, skills and attitudes but actively engaging with them, trying things out, learning by doing, by discussion, by trial and error, by questioning, by delving into the depth by not only being concerned with scratching the surface of knowledge, comprehension and application but to go deeper into analysis, synthesis and evaluation using Bloom's terms. This usually involves learners in practices of learning independently, autonomously, by themselves as well as engaging with others and working collaboratively. Geoff Petty has carried out a lot of work in this field. His website is informative and can be found at http://www.geoffpetty.com/activelearning.html

3. The external environment which in itself can be subdivided into

a. Demands and expectations emerging through government and government organisations
1 b. Developments and globalisation of society

Demands and expectations emerging through government and government organisations

There is an increased expectation to use e-learning and particularly blended learning approaches. Blended learning is the seamless integration of traditional learning methods and e-learning.

The government has published a number of strategies over recent years including

• Harnessing Technology – Transforming Learning and Children’s Services (DfES e-strategy) The key objectives of this strategy encompass 1 transforming teaching and learning to enable learners of all ages to reach their potential, 2 engaging disaffected and hard-to-reach learners through flexible and innovative ways of learning, 3 building an open and accessible system, with more information and services online, 4 increasing scollaboration and partnerships between organisations in order to raise standards and improve personalised learning, support and choice and 5 improving the efficiency and effectiveness of systems and processes.

• Digital strategy which is mostly about connectivity and access but also about transforming learning with ICT.

• Success for All - with Theme 2 about "putting teaching and learning at the heart of all we do" Teaching and learning frameworks are being developed in 12 areas and e-learning forms an integral part of most.

• Skills strategy - focuses on functional competence in ICT as a basic skill.

• Five Year Strategy - Here it is indicated that a greater investment is needed to increase the capacity for e-learning developments with expected gains being e-assessment, better information sharing and sharing of good practice.

In the Adult and Community Learning (ACL) sector there have been a number of key initiatives focusing on the expansion of provider's e-learning capacity. These include

• Broadband access to the SuperJANET academic network for all ACL providers
• A number of projects managed through NIACE such as Treacl (Technology to Enhance Adult and Community Learning) and Cacl (Content for Adult and Community Learning). More details on these projects can be found on the Community Learning Resource website www.aclearn.net
• NLN materials - These can be accessed on the Community Learning Resource website www.aclearn.net

For a full exploration of the subject visit the Sills and Education Network (SENET) http://senet.lsc.gov.uk/guide2/elearnpolicy/index.cfm

The Adult Learning Inspectorate (ALI) made changes to the Common Inspection Framework (CIF) in 2005 by reducing the seven key questions to five. Within the key questions ILT (Information and Learning Technology) or e-learning are not specifically mentioned. However, in the ACL guidance under Key Question 2 Inspectors evaluate how well teaching and/or training and resources promote learning, address the full range of learners' needs and meet course or programme requirements it says in ACL inspectors consider whether resources, including ILT, are used to best effect to promote learning, ...

The ALI has also started to report on good practice in ILT as part of the Excalibur Good Practice Database.

When we explore the Common Inspection Framework in more detail and look at the tools that technology can offer us then it can contribute more widely to the overall effectiveness of learning organisations. The following examples are examples only and should not be considered an absolute or exhaustive list

Key question 1 - How well do learners achieve?

The following e-tools could contribute significantly

1. Use of automated diagnostic tools
2. Use of learning style tools
3. Automated testing and feedback systems contributing to formative assessment
4. E-portfolios
5. Management information systems to capture retention, achievement, distance travelled and progression
6. Packages that analyse retention, achievement and progression by Equality and Diversity Impact Measures

Key question 2 - How effective are teaching, training and learning?

1. Staff intranets or virtual learning environments giving staff access to policies, shared timetables as well schemes of work, lesson plans and teaching resources
2. Learner zones on the organisational website through a virtual learning environment such as Moodle, which gives access to learning resources on-line
3. Lesson plans which include a e-learning elements
4. Observation of learning and teaching also looks for the existence and effectiveness of e-learning
5. Use of a wide range of materials and resources including e-tools to enhance active learning, learner collaboration, differentiation and fostering of learner independence
6. Learners and staff have good access to e-resources

Key question 3 - How well do programmes and activities meet the needs and interests of learners?

1. Use of specialist and assistive technology and software to provide support for learners with physical or learning disabilities
2. On-line booking systems of accommodation and other resources

Key question 4 - How well are learners guided and supported?

1. Use of specialist and assistive technology and software to provide support for learners with physical or learning disabilities
2. Computerised career guidance tools
3. Management Information Systems to assist with monitoring of retention and achievement
4. Automated tracking systems
5. Electronic diagnostic tools

Key question 5 - How effective are leadership and management in raising achievement and supporting all learners?

1. All of the above
2. Clear links between different service documents
3. Access to data for all staff
4. Benchmarking software
5. Financial software packages to make best use of financial resources

Developments and globalisation of society

Society is more and more becoming a society where instant gratification is an expectation - the World Wide Web is substituting many other information points such as libraries, which are increasingly going digital to keep up with demand and telephone information services for example. We want information and knowledge and we want it now. To make learning truly lifelong institutions providing learning services will need to follow this demand.

We are also in an age of constant and instant communication. People are in touch more, whether these contacts are more or less superficial than old patterns are not the argument here, rather that people communicate in many ways via e-mail, sms, mobile voice technology, chat, message boards etc - the fact is people use the new technology to communicate more and more.

There are many more reasons why e-learning is important, only a crystal ball gazer will be able to predict exactly what the future will bring but I am sure e-learning is meant to stay.