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Item Asian Information Philosophy for E- Learning; Case of Open and Distance Education in Sri Lanka(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Jinadasa, M.A difference that makes a difference is defined as Information by Gregory Bateson (1972). Information Philosophy is a modern discipline of thecritical investigation of the conceptual nature and basic principles of information, including its dynamics, utilization and sciences andthe elaboration and application of information-theoretic and computational methodologies to philosophical problems ( Floridi,2003) merging of both Philosophy and Information Sciences. Information philosophy has been developed as a result of the amalgamation of Artificial Intelligence, Computer Sciences, Neurosciences, Cognitive Sciences, Mathematics, Physics and Philosophy. Cybernetics is one of the interesting contributions made by Norbert Wiener, Alan Turing, William Ross Ashby, Claude Shannon and Warren Weaver in the mid 20th century, when they had to explore the telecommunication and information channels for American Bell Company. Luciano Floridi in 1990 termed this as Philosophy of Information. Despite of the fact the e- learning, which is introduced for third world countries (in recent higher education modification policies) as an effective mode of education, it is highly found in the western philosophy that provides a plat form of non-local remote culture and behavior of human. However, this study tries to explore the contents and capacities of Asian information philosophy, so that application of e- learning could be possible with sustainable and productive implementation that avoids the differences and limitation on non-grounded philosophy for local clients. Assuming that if there is a proper understanding on the Asian information theory, that discusses the existing cognitive and neuro-linguistic apparatuses, it could be possible to manage the existing issues emerging in the phase of initiating E- learning in the open and distance education system for Sri Lanka. For this study it is used first a conceptual and analytical exposition on what is Asian Infroamtion Philosophy and How it is content on our traditions and philosophies, and second, to search for necessary avenues for implementing e-leaning on the proposed audiences, it uses on-going and well as received responses and existing applications of the case of Open and Distance Education program of the University of Kelaniya.Item Sri Lankan Undergraduates’ E- Learning Experiences on the Aspects of Technical, Social and Pedagogy(Research Centre for Social Sciences, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Amarathunga, P.A.B.H.; Pathiratne, S.Educationalists argue that e-learning would shift towards a model of undergraduate-centered learning. The accentuation is on e-learning through an active gregarious process rather than a passive process of erudition acquisition. The present research tries to examine the experience of the Undergraduate students of sri Lanka towards e learning. Based on the experience in a government university, this was predicated on three aspects, namely technical, Social and pedagogy. The research uses explanatory methodology that comprised the assembly of quantitative and qualitative data. Both questionnaires and interviews were used for collect data. A total of 46 undergraduates who were in the second year of their respective courses were selected for this research using random sampling technique. The findings designated that undergraduates’ views were positive towards the technical aspects of e-learning predicated on technology and implements utilized in the e-learning environment, pedagogical aspects of collaborative learning approach involved, and their gregarious roles in the e-learning environment. This research has shown that e-learning can be efficacious in distributing positive outcomes for learning. The implements utilized in e-learning environment have particular constrictions and these must be considered in the design of e-cognition activities. The research additionally showed that e-learning can be efficacious in facilitating online collaboration. However, the e-learning activities goals must be premeditated to stand-in online collaborations and to promote learners’ online collaboration for learning. The research revealed positive outcomes for learning were cognate to learner’s participation transformation in e-learning in developing understandings and gaining expertise; in developing responsibility for their own and others’ learning; and in developing positive postures, confidence and gratification in the course.