A research synthesis of critical success factors of e-learning: A model development

Abbasi Kasani, H.; Shams, Gh.R.

doi:10.22061/jte.2018.3061.1777

Document Type : Original Research Paper

Authors

H. Abbasi Kasani ¹
Gh.R. Shams ²

¹ Department of Higher Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran. Iran

² Department of Leadership & Development of Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran. Iran

https://doi.org/10.22061/jte.2018.3061.1777

Abstract

learning processes has become an important issue in the field of education around the world. According to the announced statistics, this is spreading rapidly and widely. e-learning, as the most prominent application of ICT, has added a new dimension to the primary and higher education, and the use of online resources has been successfully combined with education to facilitate teaching-learning activities. That is why in recent years, many organizations, universities and companies have started offering e-learning courses. e-learning is a wide range of application software and teaching methods including computer-based education, web-based education, virtual classrooms, etc. The present study aimed at investigating and identifying critical success factors of e-Learning to develop a comprehensive model for success of e-learning.
Methods: The research approach was qualitative and the method was synthesis. The research population was all of the articles (85 articles) related to Critical Success Factors of e-Learning since 2007 to 2017 in accredited journals using specific keywords. The sample included 41 articles selected purposefully based on the theoretical saturation of data. The data were collected from the qualitative analysis of documents.
Findings: Using analyzing data, Critical Success Factors of e-learning were classified in 3 dimensions, 8 factors and 52 indicators including structural dimension (organizational, support, system quality, content, and educational factors); behavioral dimension (learner, instructor), and environmental dimension (technology). The results of the data analysis led to the identification of Critical Success Factors of e-learning as a model.
Conclusion: In this study, an attempt was made to analyze the documents and studies conducted on the key factors of e-learning success and identify the key factors of e-learning success, to provide a model for e-learning success. As the results of the analysis show, e-learning success factors include three structural dimensions (including: organizational, educational, content, support, and system quality); Content or behavioral dimension (including factors: learner and teacher); and the contextual or environmental dimension (including factor: technology). With a clear view, it can be said that examining and considering all the factors of e-learning success is necessary for its growth and development. Most of the studies have emphasized the importance of structural dimension in e-learning success, although behavioral and contextual dimensions are also essential for e-learning success. Therefore, e-learning centers should also try to identify the factors that may affect their success and, given these factors, ensure the success of e-learning. The findings of this study to some extent is capable of informing them of these factors.

Keywords

20.1001.1.20080441.1397.13.1.3.0

Main Subjects

Electronic learning- virtual

COPYRIGHTS
©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.

References

[1] Alinezhad M. The process of e-learning studies in Iran, adopting a meta-analytic approach. Quarterly Journal of Research in school and Virtual Learning. 2014; 1(3): 9-28.Persian.

[2] Sangrà Morer A, Vlachopoulos D, Cabrera Lanzo N, Bravo S. Towards and inclusive definition of e-learning. Barcelona: E-Learn Center. UOC; 2011.

[3] Conole G. Learning design–Making practice explicit.Paper presented at the 2^nd International conference on Design Education. Sydney, Australia; 2010.

[4] Chang V. Review and discussion: E-learning for academia and industry. International Journal of Information Management. 2016; 36(3): 476-485.

[5] Cheng B, Wang M, Mørch AI, Chen NS, Spector JM. Research on e-learning in the workplace 2000–2012: A bibliometric analysis of the literature. Educational Research Review. 2014; 11: 56-72.

[6] Sener J. Definitions of e-learning courses and programs; 2015.

[7] Rasmussen J. E-learning for choral conductors: A study of how e-learning can be used to change the way we teach and learn conducting (Bachelor thesis). Stockholm: Royal College of Music; 2016.

[8] Rafiei M, Ghafari H, Khorami M. Evaluating the effectiveness of e-learning method in human resource education (Case study of Markazi Province PNU). Quarterly Journal of Research in School and Virtual Learning. 2017;4(4): 16, 71-8. Persian.

[9] Hao Y, Borich G. A practical guide to evaluate quality of online courses. In H. Yungwei (Eds), Handbook of research on human performance and instructional technology (pp. 324-343), US: IGI Global; 2010.

[10] Asirvatham D. Multimedia University; 2008.

[11] Bora UJ, Ahmed M. e-learning using cloud computing. International Journal of Science and Modern Engineering. 2013; 1(2): 9-12.

[12] Kearns LR. Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching. 2016; 8(3): 198.

[13] Gaebel M, Kupriyanova V, Morais R, Colucci E. e-Learning in European higher education institutions: Results of a mapping survey conducted in October-December 2013. Brussels: European University Association (EUA); 2014.

[14] Peters B. ICT and the emerging paradigm for lifelong learning. Amsterdam: Iea; 2000.

[15] Taha M. Investigating the success of E-learning in secondary schools: The case of the Kingdom of Bahrain (doctoral dissertation). Brunel University, London; 2014.

[16] Hedges H. The handbook of research synthesis and meta-analysis. New York: Russell Sage Foundation; 2009.

[17] Cidral WA, Oliveira T, Di Felice M, Aparicio M. E-learning success determinants: Brazilian empirical study. Computers & Education. 2017; 122: 273-290.

[18] Romi IM. A model for e-learning systems success: Systems, determinants, & performance. International Journal of Emerging Technologies in Learning (IJET). 2017; 12(10): 4-20.

[19] Khasawneh M, Yaseen AB. Critical success factors for e-learning satisfaction Jordanian Universities’ experience. Journal of Business & Management (COES & RJ-JBM). 2017; 5: 56-69.

[20] Mässing C. Success factors and challenges for e-learning technologies in the Namibian higher education system: A case study of the University of Namibia (Bachelor Degree Project in Information Systems). University of Skövde, Skövde; 2017.

[21] Shangeerthana GV, Chandrasekar K. Re-think on critical successful factors of e-learning implementation in India based corporates. International Journal OD Advance Research, Ideas Innovations in Technology. 2016; 2(6): 1-9.

[22] Elkaseh A. An investigation of the factors for adopting E-Learning in Libyan higher education for learning and teaching (doctoral dissertation). Murdoch University, Perth, Australia; 2015.

[23] Noesgaard SS, Rikke Ø. The effectiveness of e-learning: an explorative and integrative review of the definitions, methodologies and factors that promote e-learning effectiveness. Electronic Journal of e-Learning. 2015; 13(4): 278-290.

[24] Yew OF, Jambulingam M. Critical Success Factors of E-learning Implementation at Educational Institutions. Journal of Interdisciplinary Research in Education. 2015; 5(1): 17-24.

[25] Bindhu A, Manohar HM. Review on e-learning effectiveness models. International Journal of Engineering. Business and Enterprise Applications. 2015; 15(1): 83-88.

[26] McGill TJ, Klobas JE, Renzi S. (2014). Critical success factors for the continuation of e-learning initiatives. The Internet and Higher Education. 2014; 22: 24-36.

[27] Raspopovic M, Jankulovic A, Runic J, Lucic V. Success factors for e-learning in a developing country: A case study of Serbia. The International Review of Research in Open and Distributed Learning. 2014; 15(3): 1-23.

[28] Cheawjindakarn B, Suwannatthachote P, Theeraroungchaisri A. Critical success factors for online distance learning in higher education: A review of the literature. Creative Education. 2012; 3(8): 61.

[29] Bhuasiri W, Xaymoungkhoun O, Zo H, Rho JJ, Ciganek AP. Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education. 2012; 58(2): 843-855.

[30] Marshall S. Improving the quality of e‐learning: Lessons from the eMM. Journal of Computer Assisted Learning. 2012; 28(1): 65-78.

[31] Puri G. Critical success Factors in e-Learning–An empirical study. International Journal of Multidisciplinary Research. 2012; 2(1): 149-161.

[32] Chen HR, Tseng HF. Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning. 2012; 35(3): 398-406.

[33] Frimpon M F. A re-structuring of the critical success factors for e-learning deployment. American International Journal of Contemporary Research. 2012; 2(3): 115-127.

[34] Musa MA, Othman MS. Critical success factor in e-learning: An examination of technology and student factors. International Journal of Advances in Engineering & Technology. 2012; 3(2): 140-148.

[35] Alias N, Zakariah Z, Ismail NZ, Aziz MNA. E-Learning successful elements for higher learning institution in Malaysia. Procedia-Social and Behavioral Sciences. 2012; 67: 484-489.

[36] Chantanarungpak K, Songkla JN. Development of success indicators of e-learning system for higher education institutions in Thailand. Chulalongkorn University, Bangkok; 2011.

[37] Zewayed N, Maynard S, Murray I. Factors influencing students’ acceptance of e-learning. Proc. of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 994-999). Association for the Advancement of Computing in Education (AACE), Honolulu, Hawaii; 2011.

[38] Fageeh AI. EFL students’ readiness for e-learning: Factors influencing e-learners’ acceptance of the Blackboard in a Saudi university. Jalt Call Journal. 2011; 7(1): 19-42.

[39] Lin CC, Ma Z, Lin CC, Ma Z, Lin RCP. Re-examining the Critical Success Factors of e-learning from the EU perspective. International Journal of Management in Education. 2011; 5(1): 44-62.

[40] Mosakhani M, Jamporazmey M. Introduce critical success factors (CSFs) of eLearning for evaluating e-learning implementation success. Proc. of Educational and Information Technology (ICEIT), 2010 International Conference on (Vol. 1, pp. V1-224), IEEE, Langkawi, Malaysia; 2010.

[41] Hammoud L, Love S. Evaluating WebCT use in relation to students’ attitude and performance, Information Science Reference, In L. A. Tomei (Ed), ICTs for modern educational and instructional advancement: New approaches to teaching (pp. 120-135). New York: Information Science Reference; 2008.

[42] Hu L, Zeng D. IT and the environment: An application in supply chain management. Proc. of Pacific Asia Conference on Information Systems (PACIS), (pp. 1333-1342), Taipei; 2010.

[43] Ozkan S, Koseler R. Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers & Education. 2009; 53(4):1285-1296.

[44] Zhu C, Valcke M, Schellens T, Li Y. Chinese students’ perceptions of a collaborative e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context. Asia Pacific Education Review. 2009; 10(2): 225-235.

[45] Presley A, Presley T. Factors influencing student acceptance and use of academic portals. Journal of Computing in Higher Education. 2009; 21(3): 167.

[46] Goi C, Ng PY. e-learning in Malaysia: Success factors in implementing e-learning program. International Journal of Teaching and Learning in Higher Education. 2008; 20(2): 1-30.

[47] Malik MW, Mubeen G. Student satisfaction towards e-learning: influential role of key factors. Proc. of COMSATS International Business Research Conference (CBRC), Lahore, Pakistan; 2009.

[48] Wang WT, Wang CC. An empirical study of instructor adoption of web-based learning systems. Computers & Education. 2009; 53(3): 761-774.

[49] Al-Fadhli S. Students' Perceptions of E-learning in Arab Society: Kuwait University as a case study. E-Learning and Digital Media. 2008; 5(4): 418-428.

[50] Shee DY, Wang YS. Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications. Computers & Education. 2008; 50(3): 894-905.

[51] Sun PC, Tsai RJ, Finger G, Chen YY, Yeh D. What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education. 2008; 50(4): 1183-1202.

[52] Abdel-Wahab AG. Modeling students' intention to adopt e-learning: A case from Egypt. The Electronic Journal of Information Systems in Developing Countries. 2008; 34(1): 1-13.

[53] Menchaca MP, Bekele TA. Learner and instructor identified success factors in distance education. Distance Education. 2008; 29(3): 231-252.

[54] Selim HM. Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education. 2007; 49(2): 396-413.

[55] Chen, R. S., & Hsiang, C. H. A study on the critical success factors for corporations embarking on knowledge community-based e-learning. Information Sciences. 2007; 177(2): 570-586.

[56] Lin HF. Measuring online learning systems success: Applying the updated DeLone and McLean model. Cyberpsychology & Behavior. 2007; 10(6): 817-820.

[57] Joneidi M, Beigi Nia A. Human resource pathology for improvement and development (Case study: Mellat Bank). Proc. of 5th Annual Conference on Human Resource Development. Tehran; 2008. Persian.

[58] Safarzadeh H, Jafari M. Investigating the role of three-branch management model factors (Structure, context, and behavior). Management Quarterly. 2010; 8(33): 51-70. Persian

[59] Delavari R. Pathology of organizational training in the public sector based on the Three-Branch model. Proc. of the 1^st Pathology Conference on organizational training, Tehran; 2011. Persian.

[60] Beikzad J, Doudmani Maleki H. The effect of organizational factors on performance of knowledge management (KM) in education (Case study: Ministry of Education, Malekan City Office). The Quarterly Journal of Iran Public Libraries Foundation. 2012; 17(4): 449-475. Persian.

[61] Hakimzadeh R, Talaee E, Javanak M. The impact of educational, social and cultural factors on tendency to immigration among students in Tehran University. Quarterly Journal of Research and Planning in Higher Education. 2013; 19(3): 81-102. Persian.

[62] Ahmad Mokhberi M. (2014). Designing an effective model of web-based educational factors to facilitate learning and learning in lesson of the Holy Quran (master’s thesis). Allameh Tabatabaei University, Tehran; 2014. Persian.

[63] Maleki M. The effect of Gagne and five leveled Bybee instructional design models in web-based instruction on the achievement motivation of students. Quarterly Journal of Research and Planning in Higher Education. 2014; 19(4): 99-116. Persian.

[64] Zaeri MT. (2013). Educational equipment and criteria for evaluating them. Germination Growth. 2013; 40: 40-43. Persian.

[65] Motamednia F, Manzori Lashkar MH, Nojavan P. The role of formative evaluation and feedback in Improving the quality of Chemistry education. Proc. of the 8th Seminar on Chemistry of Iran, Semnan, Iran; 2013. Persian.

[66] Ali A, Ramay MI, Shahzad M. Key factors for determining student satisfaction in distance learning courses: A study of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. Turkish Online Journal of Distance Education. 2011; 12(2): 114-127.‏

[67] Al-Ammari J, Hamad S. Factors influencing the adoption of e-learning at UOB. Proc. of the 2^nd International Conference and Exhibition for Zain E-learning Center, University of Bahrain, Bahrain; 2008.

[68] Zarif Sanaee N. Assessing the criteria for the quality and effectiveness of e-Learning in higher education. Media. 2011; 1(3), 24-32. Persian.

[69] Egball M, Yaghubi A, Hosseitabaghdehi L. Factors affecting e-learning success at universities.‏ Communication and Information Technology in Educational Sciences. 2015; 6(1): 21, 71-85. Persian

[70] Ommati E, Alipour A. Important elements in the design of user interface, usability and technical issues of databases during the years 2014-2016. Journal of Modern Medical Information Sciences. 2017; 2(2): 62-75. Persian

[71] Naseri H, Nowroozi R, Meybodi MR. Personalization of adaptive e-learning in distributed mobile-based environments. Proc. of the 13^th Annual Conference of Computer Society of Iran, Kish Island, Computer Society, Sharif University of Technology, Tehran; 2007. Persian

[72] Tabasi SZ, Seyyedi Nazarlo ST. Interaction in e-learning environment. Rahavardnoor. 2011; 10(36): 53, 14-23. Persian

[73] Huang MJ, Huang HS, Chen MY. (2007). Constructing a personalized e-learning system based on genetic algorithm and case-based reasoning approach. Expert Systems with Applications. 2007; 33(3): 551-564.

[74] Chen FS, Liao CW, Chen, TH. Adult’s education students’ perspective on critical success factors of e-learning; 2009.

[75] Alsabawy AY, Cater-Steel A, Soar J. (2013). IT infrastructure services as a requirement for e-learning system success. Computers & Education. 2013; 69: 431-451.

[76] Ahmed HMS. Hybrid e‐Learning acceptance model: Learner perceptions. Decision Sciences Journal of Innovative Education. 2010; 8(2): 313-346.