Peer-reviewed

This paper focuses on the work that needs to be done to reduce this gap and redefine the e-learning experience. We propose a methodol ogy in which we also take into account the affective dimension of the user, as this can be critical to the overall experience, even more so than aspects such as effectiveness and efficiency, often measured. Integrating the affective dimension will help provide a set of guidelines for designing a virtual learning environment that engages and motivates students to learn and enjoy their e-learning experience.