E-learning = inequity in learning?

[[abstract]]We read with great interest the recent paper in this journal documenting the implementation of a medical immunology e-learning package for medical students at the Norwegian University of Science and Technology (Boye et al. 2012). While there is a lot of hype about e-learning adoption in medical education, Boye et al. implicitly underscore a very important message; adopting ‘a one size fits all’ e-learning package will eventually fail to serve the needs of different types of students. It is not only about the package (single multimedia package versus Web 2.0, or traditional web-based versus mobile friendly application) but various factors are also involved. An e-learning platform ideally should be able to facilitate students with different learning styles and cognitive levels. Game players are familiar with different challenges being presented to them based on their performance. Similarly, students need e-learning packages that understand their cognitive level and can provide the most appropriate recommendation, resources and mode of interaction for each students’ conditions and needs. Futuristic concepts of adaptive e-learning, characterized by personalized learning and self-organized, have been articulated (Sandars & Haythornthwaite 2007). In addition, with the advent of Web 2.0 technologies, e-learning platforms will evolve to be more participative, more social and mobile. It is up to medical educators to adopt the best-suited adaptive platform for their environment to bring equity in learning