Information and communication tools (ICT), Web 2.0 applications and the impact that these resources are having on education are rapidly creating new challenges for teachers and learners faced with learning online. Teaching and learning in an e-learning environment happens differently than in the traditional classroom and can present new challenges to professors and learners participating in this online learning environment. Objectives: The purpose of this article is to provide a framework for teachers for a better e-interaction with students. Approach: It shows the literature and research that focus on e-learning statistics. Results: Continuing to learn and try new methods of communication will aid in improved learning and foster teacher-student respect and collaboration. Value: There are effective techniques to presenting face-to-face material in the online environment that will allow the student to achieve a higher level of satisfaction of learning and cognitive understanding of the course material.

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While participatory e-government is increasingly advocated, few studies have investigated whether it is feasible across all national contexts. This study investigates how certain contextual features influence the success of participatory applications of e-government. In particular, it assesses how the political, economic, and social context in which a particular government operates influence the introduction of participatory e-government, and compares participatory e-government applications in Romania and South Korea. These nations possess important similarities and differences in their political, social, and economic contexts. The study results suggest that the success of participatory e-government projects is to a large extent contingent upon political and economic factors and less related to social factors.

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