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This study investigated the longitudinal trends of e-learning research using text mining techniques. Six hundred and eighty-nine (689) refereed journal articles and proceedings were retrieved from the Science Citation Index/Social Science Citation Index database in the period from 2000 to 2008. All e-learning publications were grouped into two domains with four groups/15 clusters based on abstract analysis. Three additional variables: subject areas, prolific countries and prolific journals were applied to data analysis and data interpretation. Conclusions include that e-learning research is at the early majority stage and foci have shifted from issues of the effectiveness of e-learning to teaching and learning practices. Educational studies and projects and e-learning application in medical education and training are growing fields with the highest potential for future research. Approaches to e-learning differ between leading countries and early adopter countries, and government policies play an important role in shaping the results.

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Introduction: Since 2015 is the year of FinTech in Taiwan, it is worth investigating the challenges that emerged when banks were encouraged to invest in FinTech companies for collaboration. This study aims to identify the strategic considerations in the process of searching for FinTech investment targets.

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This case study investigated undergraduate students' first experience in online collaborative learning in a project-based learning (PBL) environment in Taiwan. Data were collected through interviews of 48 students, instructor's field notes, researchers' online observations, students' online discourse and group artifacts. The findings revealed interesting phenomena as results of cultural influences as well as educational system impacts. Students experienced first handed various learning benefits of PBL in the intensive six-week period, yet voiced serious concerns about the changed role of the instructor, as well as strong reservations on peer collaboration as a result of the competitive tradition in education. Obviously, online collaborative learning and PBL critically challenged some culturally-rooted traditions in Taiwan. The study generates practical insights into the applications of online collaborative learning and PBL in Taiwan's higher education as well as implications for cross-cultural implementation of online learning.