3.1.2 What is an e- learning environment?

Despite the large amount of several and different given definitions of e-learning, there is a common point, which is the usage of the technology and technological tools, like computers, laptops, tablets etc. as mediums to access and share information by/to the learners (Sangrà et al., 2012). The aim of design principles for e-learning environments is to

improve the positive impact on how and what people learn, to establish the proper

conditions for learning by shaping the environment.

3.1.2 What is an e- learning environment?

There are different categorizations of e-learning modules or courses. One category is about the course level, which is a classroom course where the devices are used for that purpose. It also can be a synchronous module given in the classroom as well as via an online platform. Furthermore, it can be the blended course, which is a combination of face-to-face and online interaction. Finally, modules can be delivered fully online, without any face-to-face interaction (Mayadas, Miller, & Sener, 2015). In general, the field of e-learning development procedure can be separated into two major phases: a) Development b) Delivery and maintenance In the Development phase, which is a repetitive one, the material is created by the educator and is then delivered, through the second phase, to the learners using a suitable tool. The maintenance, in the second phase, is also a continuous activity. A typical e-learning procedure includes the following steps: planning, design, development, evaluation, delivery, and maintenance stages. The e-learning development process is iterative by nature (Anderson et.al., 2001). (see: Figure 5)

Figure 5. In-detail description of the e-learning process. (Source: Holmes, and Gardner, 2006)

The implementation of an e-learning platform has to be flexible, user-friendly and

easy to adapt to different contexts. The individuals who interact with it are mainly divided into four goups. The first one is made up by users who are interested to be included in the platform, searching for the basic information, and being able to send a request to the administration (Shailaja & Sridaran, 2014). The second group of individuals is made up by thosestudents who are supposed to frequently interact with the course(s) they joined, having access to the content, and those who send a request to the teacher to register them. The third group of people is composed by teachers, who are responsible for the creation of the course (material, tests, assignments, midterm and final exams etc.), or for the updating of existing course or for the enrollment of the learners. The last group is administration staff who have to manage the platform, to face every problem and helping the rest of groups with any difficulty they may have. Moreover, they have a supportive role in whole interaction with the e-learning