The following Research Studies use the e-Learning Framework

1. A comparative Study of Online Learning Environment between Mainland China and Overseas/ Other Chinese Regions: Experiences from Students
   By Zhang Weiyuan, published in Open Education Research, Vol. 11, No. 6, p. 44-49.
   (The purpose of this study was to compare online learning environments between mainland China and overseas/ other Chinese regions through examining online learners’ perceptions. Four universities in mainland China and seven universities in overseas/ other Chinese regions participated in this study. The methods of questionnaire survey and comparative study were employed. 2,311 valid and returned questionnaires were received and the items of questionnaires included eight dimensions of the Khan’s E-Learning Framework. It was found from this study that attention was paid to all these eight dimensions of online learning environments by the 11 participating universities. However, universities in mainland China provided more technical support while universities in overseas/ other Chinese regions lay more emphasis on aspects of instructional design, course material design, website design, and flexibility. It is expected that the results of this study will be valuable for distance education institutes to improve online learning environments and enhance effectiveness of online teaching. )

2. Evaluation of an Asynchronous Online Program
   Smith, H. L. & Khan, B. H. (2005, November-December). Educational Technology. 45(6), 56-57.
   (Using a program evaluation survey based upon a comprehensive e-learning model by Khan (2001), we have tried to ascertain the attitudes of online education students in a particular master’s program, about some of the issues they encounter in online learning implementations.)

3. KEY FACTORS FOR A FULLY ONLINE E-LEARNING MODE: A DELPHI STUDY
   By Kum Leng Chin and Patrice Ng Kon
   (This paper investigates the views of four different perspectives to determine the key factors that are considered to be essential in order to enable the delivery of a postgraduate course in a fully online e-learning mode. These perspectives include students, IT staff, academic staff and management. The key factors were identified through the use of a three-round Delphi study. Khan’s (2001) e-learning framework was used to categorise the identified factors. The outcome of this study has shown that there were huge differences between the four different perspectives on what should be considered as priority factors. Despite the fact that there was no consensus amongst the four different views, the outcomes of this study has provided a very rich picture of what is really required for this kind of learning and teaching mode.)

4. 100 Pounds of Potatoes in a 25-Pound Sack: Stress, Frustration, and Learning in the Virtual Classroom by Robin Mello
   (This article discusses the events surrounding a small research study originally intended to examine student learning in an online graduate-level education course. However, the nature of the research changed because of technological problems that students and faculty encountered. Systemic breakdowns, technological glitches, and an overloaded course delivery system ultimately resulted in students' and instructor's inability to consistently communicate in the virtual environment. Participants' responses to this stressful environment are examined here and the effect of discontinuous connections on teaching and learning in the virtual classroom is discussed. This paper concludes with a discussion of one of the study's more surprising findings, that students reported being positively oriented toward computer-mediated learning in spite of the frustrations they experienced.
   Khan's Framework is used in the study to analyze the effectiveness of computer mediated learning environments (CMLEs).

5. A Learning Framework for Information Literacy and Library Instruction programs at Rutgers University Libraries
   The Learning Frameworks Study Group recommends an integrated approach for the foundation of information literacy instruction at Rutgers University Libraries. Combining the four principles of HPL with the technological, resource and maintenance support, institutional, management and administrative dimensions suggested by Khan would provide a comprehensive, productive and stable learning environment for the Rutgers University Libraries.

6. A METADATA MODEL FOR E-LEARNING COORDINATION THROUGH SEMANTIC WEB LANGUAGES Instruction programs at Rutgers University Libraries
   The Turkish Online Journal of Educational Technology - TOJET July 2005 ISSN: 1303-6521 Volume 4, Issue 3, Article 3
   This paper reports on a study aiming to develop a metadata model for e-learning coordination based on semantic web languages. The Framework is used as a guiding system to develop the model for the paper

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P.S. If you are using the eLearning Framework in your research study, please email me the details about your research.

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