The Fifth International Conference on Web-based Learning was held in Malaysia in July 2006. This book includes 32 revised papers presented at that conference. The volume is intended to present different applications of Web-based learning, as well as different design approaches. It includes contributions covering a wide range of domains, from e-learning systems design and development, to the “Web-based ePedagogy approach.”

The first section is dedicated to personalization in e-learning, covering different subject areas like courseware management, the personalization of course materials in order to capture students’ interest, and learning patterns. The section is well structured, underlining key issues and challenges, and gradually introducing notions and ideas.

The second section is dedicated to the designs, models, and frameworks of e-learning systems. The papers include extensive coverage of the state of the art of design and models in the e-learning area, and of the evolving trends toward framework configurations.

The third section addresses the implementation and evaluation of e-learning systems. While virtual reality modeling language (VRML) and Java are used to build different game-based learning environments, other techniques and tools can be used to provide generalized Web-based support for teachers and students. This section provides several guidelines for the construction of interactive environments, and defines distinct tools, along with the necessary conceptual formulation.

The fourth section is concerned with “learning resources deployment organization and management.” Since the repository of learning objects has the potential to support teachers’ work, it is important to implement different mechanisms able to sustain the searching and reusing of learning systems.

The fifth section focuses on tools for e-learning. The authors present different usage perspectives, including Web-based learning with nonlinear multimedia stories, or the process control model in Web-based learning. All of the papers offer solutions seeking to improve learning efficiency by offering teachers different tools for course design, and allowing students to implement distinctive control strategies.

The last section addresses essentially the same domain, and refers to “surveys and invited papers.” The authors propose different e-learning approaches, including live multimedia systems using peer-to-peer architecture, an e-pedagogy approach for English as a second language (ESL) learning, and a survey on using information technology (IT) in administration and management.

The volume is heterogeneous, from the thematic point of view, as well as in the structure and formal level of the contributions. However, despite the fact that the preface is scarce in comments concerning the book’s content and organization, the tome will be useful for people interested in the latest information in the field of e-learning.