E-Learning has received extensive attention from commercial organizations and academic institutions since the beginning. Using co-word analysis, clustering analysis, social network analysis and network community analysis, this paper deeply analyzed the E-Learning research literature from the Web of Science database. The results show that the international E-Learning research progress can be divided into three stages: In 1968-1993, when E-Learning research emerged and the research literature was little, with most research using qualitative methods such as the case study, it was the elementary stage focusing on the study of concepts;in 1994-2003, the research literature became much more, with the quantitative methods as its common research methods, and the steady research subject areas formed with the subjects differentiation and integration;in 2004-2013, the research themes kept on refining, and the research became deepened. In general, research on the international E-Learning developed from"technology-oriented" to "behavior-oriented" and then to "technology & behavior oriented ", from self-guided learning research highlighting "learners" or "teachers" separately to collaboratively interactive learning research emphasizing both the"teachers"and"learners", and cross-cultural and inter-disciplinary study is the future research direction of international E-Learning in the era of globalization. In addition, scholars emphasized the mediation variables and regulating role during the research model designing. Finally, researches on the hybrid net learning environment, the personalized and intelligent E-Learning system, and the learning efficiency based on the psychological cognition are the potential hotspots of the future E-Learning research.%E-Learning自诞生以来，受到商业组织和学术机构的广泛关注。利用共词分析、聚类分析、社会网络分析、网络社区分析等方法对Web of Science数据库收录的E-Learning研究文献进行的深度剖析发现：国际E-Learning研究发展大体可以分为三个阶段：1968-1993年，E-Learning相关研究开始出现，但研究文献较少，以案例研究等定性研究方法为主，处于以概念探讨为主的初级研究阶段；1994-2003年，研究文献增多，研究方法逐渐偏向于定量研究，开始形成较为稳定的研究主题领域，并逐渐出现主题分化和主题融合；2004-2013年，研究主题不断细化，研究深度进一步增强。总体来看，国际E-Learning研究经历从“技术导向”到“行为导向”再到“行为和技术导向”相融合、从单一强调“学习者”或“教学者”的自我导向学习研究到同时强调“教学者”和“学习者”的互动协作学习研究等主题演化特征，跨文化、跨学科研究成为全球化背景下国际E-Learning研究方向，研究模型设计越来越注重中介变量和调节变量的作用。混合式网络学习环境研究、强调个性化和智能化的E-Learning系统研究、基于认知心理的学习效能研究可能成为未来E-Learning研究的潜在热点领域。
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