To restate the e-learning barriers, they are (a) an inadequate exposure of would-be teachers of adults to computer learning as children, (b) access issues, and (c) retention and drop out. Possible solutions to the above barriers are (a) technology training for future teachers; (b) collaborations between academia, industry, and local government; and (c) more student support or other creative uses of technology. The possible solutions seem reasonable, but are difficult to implement.
The second theme arising from the current literature on applying andragogical principles to Internet learning is distance learning. “Distance education represents a major revolution” (Latchem, 2005, p. 194). Although Latchem believes distance education “provides a great opportunity for institutions that … can see beyond the mere digital transmission of content … to the fuller possibilities of global e-learning” (p. 194), the challenge is “not simply to provide teaching that is as good as in the traditional classroom but to use the instructional tools and methods in ways that achieve better or different learning outcomes” (p. 190).
The efficiencies of distance education are alluring—time is saved, money is saved, and presumably educational goals are met. The Internet is a very good tool for information and communication but “not so useful for other forms of learning” (Carr-Chellman, 2005, p. 150). Carr-Chellman further says
Carr-Chellman (2005) ends with a warning: