Overview In the context of the proposed symposium on eLearning, experts from five European countries intend to present contributions that will demonstrate examples of learning in computer and Internet-based learning environments and explain their theoretical and didactic underpinnings, discuss problems that arise in putting eLearning into practice, and develop perspectives for the improvement of eLearning environments. Roberto Carneiro, president of the Centro de Estudos dos Povos e Culturas de Express‹o Portuguesa (CEPCEP -Study Centre on Peoples and Cultures) at the Universidade Catolica Portuguesa, will give an overview of the changes in e- and organisational learning in Portugal. In his research, he looks into the growing bonds between organisational change and enhanced learning both in corporations and public agencies. The study also explored a concrete framework of e-competencies that underpin personal and organisational success through e-learning. In this context, four dimensions of a competency framework and its overall impact on organisational performance were found to be of importance: e-literacy; e-proficiency; learning organisation; and strategic management. Ton Mooij, senior researcher at the ITS at the University of Nijmegen (The Netherlands), has developed a software to optimise learning in network environments. The software was designed on the basis of a multilevel analysis of educational levels, main processes at each level, and their interrelationships. Its development was done in several cycles of implementation, evaluation and modification. Anna Rubio Carbo and Julia Milln from Planeta Actimedia (Barcelona, Spain) have developed two interactive Internet-based courses for astronomy/geology and biology/ecology. The courses are designed in a hypertext structure providing for a wide variety of interactions with the course contents - like simulation of physical events, feed-back directed problem solving and self-evaluation as well as interaction with the teacher and with fellow students thus fostering collaborative learning. The contribution will present the two courses, explain their didactic underpinnings and report on first experiences with the courses in school. Bettina Pfleging, researcher at the University of Hildesheim (Germany), will present a European project "Energy + Future" that is part of a Local Sustainable Development Network (LSDN) on communication and technology. The project aims at making available the knowledge that has been accumulated in the LSDN to schools and youth groups and to foster communication between schools thereby augmenting the network. It will give teachers the opportunity to develop new teaching strategies and new contents using the new technologies. The author will explain the didactic concept of the project, talk about the particularities of implementing the concept using the new media, and inform about the results from German, Spanish, Luxembourg and Austrian schools that actively were engaged in the project. Ed Smeets, researcher at the ITS at Nijmegen University (The Netherlands) has conducted an empirical study on more than 500 primary school students on home and school computer use and pupils attitudes toward the new technologies. The questionnaire used addressed pupil variables, teacher variables, characteristics of the learning environment, computer use in the school, and computer use in the home environment. Preliminary results indicate that computer use at home contributes more to children's attitudes toward ICT than computer use at school Pascal Wilhelm, Marieke Schimmel and Jos Beishuizen from the University of Amsterdam (The Netherlands) did an experimental study in which sixth-grade students received a training in inductive learning. They worked in a computer-based inductive learning environment in which they had to discover the relationships between five independent and one dependent variable, by conducting simulated experiments. The results showed that both training and practice led to a higher learning outcome, but that this was dependent on type of domain. It seemed that the effect of training and practice was dependent on task familiarity While the first six contributions are largely focussing on the actual use of eLearning environments, the following three presentations will deal with problems that still becloud learning in these kinds of environment. Helmut Niegemann, professor of psychology at the University of Ilmenau (Germany) criticises the low degree of interactivity in multimedia-based learning environments. In his opinion, interactivity should include communication based on longer texts. In his paper, he will offer theoretical reasons why extended interactivity is necessary and present first empirical evidence regarding the effectiveness of increased interactivity. Karl Steffens, psychologist and senior researcher at the University of Cologne (Germany), proposes a dual adequacy hypothesis for mental model building in eLearning. He argues that multimedia-based learning aims at helping students to understand specific concepts and that understanding is achieved by mental models that the student builds on the basis of the knowledge he has and that are at the same time sufficiently close to the concept they model. Jean Underwood, professor of psychology at Nottingham Trent University, explores the question whether information and communication technology is fuelling academic dishonesty. In her opinion, the widespread availability of ICT has made academic dishonesty easier at all levels, including for faculty, postgraduate, undergraduate and school students. The purpose of her paper is to examine the evidence for widespread cheating by students and to consider why some students resort to such practices. In the last part of the symposium, papers will be presented that reflect on how eLearning environments might be improved. Hermann RŸppell, professor of psychology at Cologne University (Germany), describes CD-ROM based multimedia learning modules that were designed on the basis of theoretical approaches in cognitve psychology. Each modul consists of multimedia components each of which triggers off a well-defined learning process. The modules will be part of the training tools that are being developed in a Europan Leonardo project to help control room personnel in France, Germany, the Netherlands, Spain, and the United Kingdom to improve their linguistic competence. Joaquin Moreno from the University of Cadiz (Spain) will present the European project CREA on Distance Learning and Creation in a Collaborative Way. The general objective of CREA is the exchange of learning activities between partners in order to develop an European learning network, using ITC as a tool for communication, creation, learning and collaboration. The author will explain the methodological approach, the pedagogical activities developed and the evaluation results obtained so far. Antonio Bartolome, head of the Department of Audiovisual Communication at the University of Barcelona, will introduce a Distance Education Master Programme that is exploring new ways of communication in eLearning. Among others, the programme incorporates ideas on audio-visual and non-cognitive aspects of the communication process and facilitates collaborative working.