The constituent of distributed learning includes education offered using electronic delivery modes such as CD-ROMs, video conferencing, websites and e-mail that can be otherwise termed as computer-assisted learning. Widely used in distance learning programmes, e-Learning refers to using electronic applications and processes to learn.

E-Learning applications and processes include web-based learning, computer-based learning, virtual classrooms, and digital collaboration. Content is delivered via the internet, intranet/extranet, audio or video tape, satellite TV and CD-ROM.

According to Dr. Khan, in an IT society there is a demand for open, flexible and distributed learning (OFDL) environment that should be affordable, efficient, easily accessible, well designed and learner-centred. IT facilitates the flow of information and makes it globally accessible to people at reasonable cost. In addition, he believes that broad understanding of OFDL is a necessity to create a successful e-Learning system and development of Virtual Education Plan (VEP).

For that reason, he developed a framework to support e-Learning and understanding of OFDL.

All the issues that are obligatory for e-Learning are grouped under a broad heading known as his framework. It falls into eight broad categories -- institutional, pedagogical, technological, interface design, evaluation, management, resource support and ethical.

The 'institutional' dimension is concerned with issues of administrative affairs related to organisational structure, academic relationships relates to accreditation of the institution along with faculty and staff support and student services related to e-learning.

The 'pedagogical' dimension of e-learning refers to teaching and learning. This dimension addresses issues concerning content analysis, audience analysis, goal analysis, medium analysis, design approach, organisation and methods and strategies of e-learning environments. It deals with the stability of the course content/curriculum, as they are mostly dynamic course content. These courses need revision frequently to stay up to date with the current syllabus. It becomes rather frustrating for learners if they find obsolete information.

The 'technological' dimension examines issues of technology infrastructure in e-learning environments. This includes infrastructure planning, hardware and software.

If the e-Learning institutions create learning by following the international interoperability standard (IEEE), the learning matter can be shared and re-used by other institutions as well. This not only will save money but also promote collaborations among e-learning partner institutions.

The 'interface design' refers to the overall look and feel of e-Learning programs. This dimension encompasses page and site design, content design, navigation, and usability testing.

To improve cross-cultural communication and to avoid misunderstanding, ambiguous elements should be minimised. For example, In Bangladesh, thumbs-up sign means to disregard someone but in other cultures, it means 'excellent or job well done'. These points need to be noted while designing interface.

The 'evaluation' for e-Learning includes both assessment of learners and evaluation of the instruction and learning environment. Are the students doing their work properly? Are they properly assessed? The issues of cheating are major concern and an e-Learning institution should have mechanisms to stop any sort of plagiarism.

The 'management' of e-Learning refers to the maintenance of learning environment and distribution of information. This deals with people, process and product (p3). For example, the data passing over the network has to be secure from hackers. The network manager therefore has to take extra security measures.

The 'resource support' dimension of the e-Learning framework examines the online support and resources required to foster meaningful learning environments.

This is to deal with technical support and online help as students may encounter repeated technical difficulties. This also deals with online resources such as books and reference material for additional learning.

The 'ethical' considerations of e-Learning relate to social and political influence, cultural diversity, bias, geographical diversity, learner diversity, information accessibility, etiquette, and the legal issues.

Since the materials and resources to wider population vary, for example, internet connection speed, this type of ethical concern for institutions has to be taken care.

This is Dr. Khan's Virtual Education Plan, which on appropriate utilisation will result into a better tomorrow for students of developing countries like Bangladesh. For details on Khan's Framework, readers may log on to www.badrulkhan.com/ khan or www.bookstoread.com/ framework.