Affective, Interactive and Cognitive Methods for Learning Design: Creating an Optimal Education Experience Edited by Aimilia Tzanavari and Nicolas Tsapatsoulis Publishers: IGI Global Zohar Ben-Asher: From e-Learning to e-Education: Goals. Strategic assessment and Implications 1. Introduction Much, maybe most, of the e-Learning-related literature looks into technological issues. 1 Very few address content, mainly its use or availability. Platforms on which e-Learning should be developed are not, however, overlooked - with experts examine engineering or technological issues of e-Learning systems and structure (e.g., Gilbert, 2008; Lim, et al., 2005). There is discussion related to financial facet of distance learning (Barmble, 2008), to specific sectors (corporate; academia) and to e-training (Tai, 2008; Kim et al., 2005; Beach, 2002). The role of instructors, the training they should undergo and methodologies (Clark & Mayer, 2008; Marriott & Torres, 2008; Boon et al., 2005) are discussed as well. Technological gaps, mainly in ICT, 2 between countries and regions, or segments of the population are examined. And so their influence on the actual potential of e-Learning and the role they play in educational institutions and workplace. Still another facet in the discussion looks into the learning process and attempts to relate it to what is known as “Constructivist Learning Theory.” Content, as has been mentioned, receives little, if any, attention. Even Carliner & Shank (2008) present no discussion that even remotely examines educational contents or learning goals. There are core questions that are evidently absent in much of the body literature on the subject. They concern educational value systems and social and educational goals which are the very raison d’être of education as reflected – or should be manifested – in e-Learning. This chapter addresses some of these issues, arranged in a few sub- sections. Starting with examination of educational goals it turns to look at socio- educational aspirations. Exposition and discussion of socio-educational agendas, e.g., conformity, rules, etc. follows. The economic dimension is then presented, as related to the educational process with discussion which is followed by examination of the implications on the student’s economic performance, resulting from the practice within the educational arena. Next the relationship between information and knowledge is looked into, as related to the learning process, which is also examined in the context of the classroom in the following section. While examination of various aspects of e-Learning has been done throughout the previous sections as well, the next section focuses on the relationship between learning and e-Learning, leading to the last section which culminates in the call to redefine educational objectives with the development of information society.