When you really get down to analysing it, the promises of eLearning often have yet to materialise. The question of how eLearning can be successful becomes more urgent as we move from an “early adopter” stage to a more general offering. In a European educational market, it is critically important to gain an understanding of quality in eLearning. Many different concepts and approaches have been developed so far for many different contexts and purposes.

The concept of quality in the public perception and debate today has gained the significance of a leitmotiv for the educational field in all European countries, with the same importance that equality or scientific orientation had in the educational debates of the 1970s in some European countries. Quality in eLearning has become a slogan for educational policies, practitioners and a huge demand from learners. Achieving high quality is a hotly debated and much sought-after goal in all segments of society and education. It is characterised less by its precise definition than by its positive connotation.