After centuries of rethinking education and learning, the current theory is based on technology's approach to and affect on the planned interaction between knowledge trainers and trainees. "Online Tutor 2.0: Methodologies and Case Studies for Successful Learning" demonstrates, through the exposure of successful cases in online education and training, the necessity of the human factor, particularly in teaching/tutoring roles, for ensuring the development of quality and excellent learning activities. The didactic patterns derived from these experiences and methodologies will provide a basis for a more powerful and efficient new generation of technology-based learning solutions for high school teachers, university professors, researchers, and students at all levels of education. Following a preface by Francisco José García-Peñalvo and Antonio Miguel Seoane-Pardo, the following chapters are presented: (1) Designing Online Learning Strategies through Analytics (Prerna Lal); (2) Learning by Playing: Is Gamification a Keyword in the New Education Paradigm? (Eduardo Díaz San Millán, Rubén Gutiérrez Priego); (3) Evolution or Revolution: Are MOOCs Saving Education? (Eduardo Díaz San Millán, Rubén Gutiérrez Priego): (4) E-Learning Implementation in Developing Countries: Perspectives and Obstacles (Jovana Zoroja, Marjana Merkac Skok, Mirjana Pejic Bach); (5) Online Tutoring Roles: Italian Teachers' Professional Development Experience (Valeria Pandolfini); (6) Standing on the Shoulders of a Giant: Reconsidering Humanistic Perspectives on the Functions of an E-Moderator in Virtual Learning Contexts (Panos Vlachopoulos, John Cowan); (7) Using "Formally" Informal Blogs to Create Learning Communities for Students on a Teaching and Learning Programme: Peer Mentoring and Reflective Spaces (Elaine Tan, Eleanor Loughlin); (8) Three Degrees of Separation: Strategies for Mentoring Distanced Transnational Learners (David Starr-Glass); (9) The Use of the Socratic Teaching Method in E-Learning 2.0 Settings: Challenges and Limitations (Apostolia Pange); (10) Best Practices of Distance Dissertation Mentorship through Social Presence (Libi Shen, Irene Linlin Chen); (11) E-Learning Technologies for Effective Teaching (Alaattin Parlakkiliç); (12) Mentoring for Work Based Learning: The Role of Technology (Emma O'Brien, Ileana Hamburg); (13) A Delayed Treatment Control Group Design Study of an After-School Online Tutoring Program in Reading (S. Marshall Perry); (14) The Collaborative Animation Forum in Facebook: Learning Partnerships Across Australia, the United States and Singapore (Josh McCarthy); and (15) Pedagogical Patterns and Online Teaching (Antonio Miguel Seoane-Pardo, Francisco José García-Peñalvo). The book concludes with a section about the contributors and an index.