The integration of communication technologies and Internet continues to create opportunity for organizations,
institutions, and others to find novel use for specific technologies. Thus individuals and organizations
or groups continue to integrate these technology into their activities and corporate practices. One
of the key benefits of such integration includes increased use of information communication technology
in learning and curriculum which is otherwise refer to as electronic leaning and more succinctly referred
to as e-learning.
E-Learning, which involves knowledge dissemination and acquisition with the aid of communication
technology or electronic medium, is fast becoming the norm in training and education in the global
and information economy. One of the reason is to foster and create competent global work force. We
all either work in an institution of higher learning or organizations instituting e-learning to disseminate
learning contents and modules for training students and learners. From a related standpoint is the need
and requirement for continued education and training for employees. This training requirement often
circumvents traditional college training that requires participants to be in a specific location in order to
access and participate in learning. Olaniran (2007a) contends that we do not have to look very far to see
increase growth in Online Universities (e.g., AIU Online, Capella University, Devry University, Kaplan
University, University of Phoenix, Walden University, and Westwood College Online) all of who are
thriving and attractive to corporate travelers, non-traditional students, and expatriates.
Furthermore, the major draw of e-learning and important advantage is cost savings. However for elearning
to produce concrete results, there needs to be a way to account for effectiveness of the learning
process. Nevertheless, effectiveness of e-learning cannot be adequately assessed without regards
to the contextual environments where it is taken place. Therefore, in a global information economy
with e-learning, we are either contributors, consumers, or both. Within this process, effective communication
and content delivery is essential to the success of e-learning. However, one area that is crucial
to such effectiveness is attention to the context (e.g., culture, learning styles, and preferences). Some
teachers or consumers of e-learning found out the hard way that inattention to this issue creates pitfalls,
while others simply ignore the idea altogether. On the other hand, attention to specific user contexts
can make the difference toward successful e-learning experiences for all concern. It is in this regards
that case studies appear to be appropriate and beneficial for informing publics, learners, teachers, and
practitioners on how to avoid common pitfalls of e-learning while enhancing the possibility of success
in deployment of e-learning and the technologies that powers them.