Evaluating e-learning is given weight, often more weight than the evaluation of more traditional approaches to education and training, perhaps because of some of the wilder claims made by early champions and also because of the substantial investment that many organisations have made in the technology to support e-learning. As e-learning is mainstreamed (the ICCA definition of e-learning is a broad one and is defined as 'any and all technology-supported learning'), the evaluation of e-learning has become part of a more general debate about evaluation in education, training and workplace learning and performance. Our concern here is to investigate how any e-learning initiative might be evaluated either as a one off project or on an ongoing basis.1
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