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Distance Education and Community Learning Networks linked by a Library of CultureHumans are relational beings with their modeled behavior as practical examples of cultural routines that they hear, see, read, and assemble on their own from communal pieces of information to answer the needs of their everyday lives (Bandura, & Jeffrey, 1973). Yet few researchers have looked at the differing synthesis of culture and generally assume that others share similar ideas/values that lead to particular events and worldviews (Lillard, p.5 1998). Informational and cultural contact zones can be created to support CLNs, universities, and individuals in a variety of roles to encourage their interactions so they might design, and challenge the fundamentals of these programs and seek to better cooperation amongst the public itself (Tremmel, 2000). By increasing communication and collaboration of educational systems throughout the community will begin to raise the standard of living for all people (Bohn, & Schmidt, 2008). This will begin to draw people out from the digital divide and increase the access of technology and information available to all people with the community. Utilizing CLNs to support and further education will allow an interconnected web of assessments, standards, and cooperative efforts that has the potential of increasing democracy by empowering people from their communities.
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A taxonomy of eLearning frameworksResearch in the age of the knowledge economy has revealed that there is a growing demand for human skills to fit changes necessitated by breakthrough technology (Information and Communication
 Technology) innovation in higher education. Subsequently, the application of eLearning has become an inevitable reality and an opportunity for software vendors to make appropriate eLearning solutions available to the learning community. However, this has resulted in a plethora of eLearning frameworks which makes it challenging for learning institutions to select and adopt an appropriate eLearning framework to support their innovation goal.
 The purpose of this study is, therefore, to develop a consolidated view of existing eLearning frameworks
 using a taxonomy tree to guide institutions in their selection of an appropriate eLearning framework.
 This prime objective is achieved through the realisation of specific objectives; namely, the development
 of a generic eLearning framework and a methodology for eLearning adoption. The design science
 research methodology is applied to address the research questions identified in this study.
 Preliminary research investigations lead to the identification of distinguishing characteristics of existing
 eLearning frameworks from which relevant building blocks are deduced. These building blocks are
 constructs of the generic eLearning framework proposed in this research. The components and elements
 of the building block are then further identified as well as the metrics for their measurement.
 Another research investigation leads to the proposal of a methodology for eLearning adoption that shows
 a step-by-step guideline. This guideline is developed based on the generic eLearning framework and
 other findings from the literature. The taxonomy for eLearning frameworks is hereby constructed as a
 taxonomy tree with the building blocks of the generic eLearning framework as branches of the tree, as
 well as the classification and relationships of existing and new eLearning frameworks. The taxonomy
 tree provides an integrated view of eLearning frameworks (existing and derived) for ease of identification
 and reference by interested users. It also facilitates the selection of an appropriate eLearning framework
 for learning institutions. The validation and improvement exercise on the generic eLearning framework
 and a methodology for eLearning adoption are derived from surveys and interviews with selected
 participants.
 This research demonstrates that the overabundance of eLearning frameworks makes their selection and
 adoption extremely challenging to learning institutions because of the lack of a rigorous adoption and
 selection approach. This is thus overcome using the developed taxonomy tree that further serves as a guide to determine the maturity level of a learning institution followed by appropriate recommendations
 for improvements based on its positioning in the tree.
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Socio-IT aspects of e-learningPraca recenzowana / Peer-reviewed paper