Electronic learning or elearning is a general term used to refer to computer-enhanced learning. It is used interchangeably in so many contexts that it is critical to be clear what one means when one speaks of 'eLearning'. In many respects, it is commonly associated with the field of advanced learning technology (ALT), which deals with both the technologies and associated methodologies in learning using networked and/or multimedia technologies.

Many technologies can be, and are, used in eLearning, including:

• screencasts
• ePortfolios
• Electronic performance support system
• PDA's
• MP3 Players with multimedia capabilities
• Web-based teaching materials
• Hypermedia in general
• Multimedia CD-ROMs
• Web sites and web 2.0 communities
• Discussion boards
• Collaborative software
• E-mail
• Blogs
• Wiki
• Text chat
• Computer aided Assessment
• Educational animation
• Simulations
• Games
• Learning management software
• Electronic voting systems
• Virtual classrooms
• Podcasts
• Most eLearning situations use combination of the above techniques.

Goals of eLearning
eLearning lessons are generally designed to guide students through information or to help students perform in specific tasks. Information based eLearning content communicates information to the student. Examples include content that distributes the history or facts related to a service, company, or product. In information-based content, there is no specific skill to be learned. In performance-based content, the lessons build off of a procedural skill in which the student is expected to increase proficiency.

Computer-based learning
Computer Based Learning, sometimes abbreviated CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes. The concept is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience (e.g. computer games and web browsing).

Computer-based training
Computer-based training (CBT) services are where a student learns by executing special training programmes on a computer relating to their occupation. CBT is especially effective for training people to use computer applications because the CBT programme can be integrated with the applications so that students can practice using the application as they learn. Historically, CBT's growth has been hampered by the enormous resources required: human resources to create a CBT programme, and hardware resources needed to run it. However, the increase in PC computing power, and especially the growing prevalence of computers equipped with CD-ROMs, is making CBT a more viable option for corporations and individuals alike. Many PC applications now come with some modest form of CBT, often called a tutorial. Web-based training (WBT) is a type of training that is similar to CBT; however, it is delivered over the Internet using a web browser. Web-based training frequently includes interactive methods, such as bulletin boards, chat rooms, instant messaging, videoconferencing, and discussion threads. WBT is usually a self-paced learning medium though some systems allow for online testing and evaluation at specific times.

Pedagogical Elements
Pedagogical elements are an attempt to define structures or units of educational material. For example, this could be a lesson, an assignment, a multiple choice question, a quiz, a discussion group or a case study. These units should be format independent, so although it may be implemented in any of the following methods, pedagogical structures would not include a textbook, a web page, a video conference or an iPod video.

When beginning to create eLearning content, the pedagogical approaches need to be evaluated. Simple pedagogical approaches make it easy to create content, but lack flexibility, richness and downstream functionality. On the other hand, complex pedagogical approaches can be difficult to set up and slow to develop, though they have the potential to provide more engaging learning experiences for students. Somewhere between these extremes is an ideal pedagogy that allows a particular educator to effectively create educational materials while simultaneously providing the most engaging educational experiences for students.