| Summary: | The aim of the present analyze is to underline the importance of a systemic approach of knowledge communication in eLearning academic sphere, in order to improve the efficiency and quality of research. Atthe same time, we intend to notice and shape the evolution of both teacher and learner status in higher education. The rhetoric about knowledge is often associated with organization and transfer of information. To provide students with a modern understanding of the „shared values” in higher education has become an important objective. The teachers have to adapt new forms of e-delivery of discipline content, form and inform about e-resources for learning. We have to develop national strategies and add value to the role ofuniversity as a key factor in e-learning. The knowledge transfer at academic level, can be fully realized only when information encounters in the student the optimal set of tools designed to facilitate learning, and an individual style of thinking, so as to analyze fundamental questions and to be able to validate or invalidate the information. The teacher status evolves from content expert to metacognition expert, from guide in valuable information search to knowledge communicator. The present analyze reflects some aspects of the consequences that new forms of communication evolved during transition from traditional to e-academic environment.
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