This article discusses the Romanian investigation on lesson planning by design e-learning. Because of the various researches in education are different mental images of the lesson: lesson as construct, lesson as process, lesson as construct, lesson as product, lesson as construct, lesson as a whole, lesson based on learning theories, etc. The written plan of the lesson is a quite difficult issue, literature in the fieldwork suggesting various working scheme. The objectives of the paper are as follows: 1) to review the theories and the practices in the field and 2) to examine the narratives collected in the exploratory stage of the research in terms of design e-learning. In this approach on lesson planning, e-learning is the use of electronic technologies to create in lesson different learning experiences. Meta-analysis of the data collected highlight locus control, styles of learning, the needs of those who learn and those who teach, communications skills, motivation for learning, social abilities, media preferences, experiences, learning conditions, and so on. Several key factors in lesson planning by design e-learning are important: individual lesson or units of work, aims and multi-dimensional objectives, curricular links and resources, differentiation of learning. To conclude, lesson design in terms of e-learning might be adopted taking into account the reactions of the learning communities, contemporary learning cultures, behavior changes (the learners have changed the way of doing things in the classroom), psychological issues, results. In fact, the teacher establish the format of the lesson observing, practicing, taking small group, rotating groups, providing diagnostic feedback, discussing the phases of the lesson, promoting collaborative teaching, activating new structures of learning, identifying the strengths and weaknesses, proposing tasks, and so on.