Web 3.0, termed as the semantic web or the web of data is the transformed version of Web 2.0 with technologies and functionalities such as intelligent collaborative filtering, cloud computing, big data, linked data, openness, interoperability and smart mobility. If web 2.0 is about social networking and mass collaboration between creator and user, then the Web 3.0 is referring to intelligent applications using natural language processing, machine-based learning and reasoning. From the perspective of advancement in e-Learning, the web 2.0 technologies have transformed the classroom and converted a passive learner into an active participant in the learning process. This paper posits that the way both previous generations of e-Learning (1.0 and 2.0) have emerged with the prevalent technologies in their kin Web versions (1.0 and 2.0, respectively), it can be argued that e-Learning 3.0 will provide all earlier generations’ capabilities enhanced with the web 3.0 technologies. Furthermore in this paper, reviewing all the theories of learning and examining closely the theory of connectivism (considered to be the theory of learning for the digital age), it is argued that since most of the technologies that are to be a part of e-Learning 3.0 are addressed by these principles, a call for a new learning theory for e-Learning 3.0 is maybe not justified. Finally, a review of the secondary literature shows that there will be various challenges and issues related to prevalence and adoption of e-Learning 3.0 technologies, for example increased privacy and security risks, web accessibility, readiness of the users, be is the learner or the tutor, requirement for further standardization of e-Learning technologies issues, social issues in term of increase of the digital divide.
© Abstract: Fehmida Hussain @ IOSR/JRJME