Towards a Multidimensional Model to Study a Critical Success Factors Affecting Continuity and Success in E-Learning Systems

2017 ◽  
Author(s):  
Safsouf Yassine ◽  
Mansouri Khalifa ◽  
Poirier Franck
Keyword(s):  
Critical Success Factors ◽  
Success Factors ◽  
Learning Systems ◽  
Multidimensional Model ◽  
Factors Affecting ◽  
Critical Success ◽  
E Learning

scholarly journals E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives

2020 ◽  
Vol 10 (9) ◽  
pp. 216 ◽  
Author(s):  
Ammar Y. Alqahtani ◽  
Albraa A. Rajkhan
Keyword(s):  
Critical Success Factors ◽  
Success Factors ◽  
Educational Institution ◽  
Educational Process ◽  
Learning Systems ◽  
Learning System ◽  
Educational Institutions ◽  
Process Data ◽  
Critical Success ◽  
E Learning

During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal of this paper was to identify the critical success factors for E-learning during COVID-19 using the multi-criteria Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) techniques to enhance the educational process. Data were generated by interviewing 69 E-learning managers in educational institutions during COVID-19 based on defined evaluation criteria and E-learning approaches through several channels. We found that technology management, support from management, increased student awareness to use E-learning systems, and demanding a high level of information technology from instructors, students, and universities were the most influential factors for E-learning during COVID-19. Among the five learning systems, blended learning was the most suitable learning system to practice. These results demonstrated that, regardless of how extraordinary the technology is in an educational institution, the readiness of E-learning execution played a large role in boosting the educational process during the COVID-19 pandemic.

Virtual migration of higher education institutions in times of crisis: Major challenges and critical success factors

2021 ◽  
pp. 1-15
Author(s):  
Ahmad Saleh Shatat ◽  
Abdallah Saleh Shatat
Keyword(s):  
Higher Education ◽  
Virtual Environment ◽  
Critical Success Factors ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Learning Systems ◽  
Public And Private ◽  
Critical Success ◽  
E Learning ◽  
Technology Transformation

BACKGROUND: In the last few months, e-learning witnessed a considerable demand due to the Covid-19 pandemic that made it the pragmatic solution for all Higher Education Institutions (HEI). Currently, all public and private universities relying on technology to make education continues with few interruptions. The migration of HEI into the virtual education model experienced several challenges in delivering rich education content to educators and learners. OBJECTIVE: Critical Success Factors (CSFs) enabled many universities to transform efficiently into the virtual environment. Before this transition, universities should carefully consider the key challenges and the CSFs to achieve successful migration to the virtual environment. E-learning is not a substitute anymore, it is gradually becoming a de-facto technology transformation in the current exceptional situation. This paradigm shift contributes to the success of education continuity in higher education settings. METHODOLOGY: A survey instrument was distributed to 500 students effectively using e-learning systems. Out of which only 330 were completed and used in the analysis which determined 66%as the overall response rate. RESULTS: The results of the study indicate a positive and significant relationship between the 13 CSFs and the e-learning systems usage, and that also indicates a notable impact of the CSFs on the e-learning systems usage. CONCLUSION: The outcome of this research identifies the top 13 CSFs that contribute to delivering successful e-learning systems usage. The top 13 CSFs are positively and significantly correlated with e-learning systems usage.

E-Learning and the Semantic Web

2015 ◽  
pp. 66-100 ◽  
Author(s):  
Raadila Bibi Mahmud Hajee Ahmud-Boodoo
Keyword(s):  
Higher Education ◽  
Semantic Web ◽  
Success Factors ◽  
Comprehensive Analysis ◽  
Learning Systems ◽  
Education Sector ◽  
Learning Models ◽  
Semantic Web Technology ◽  
Critical Success ◽  
E Learning

A number of 3.0 e-learning systems have been proposed in the literature to capture the numerous benefits that the Semantic Web has to offer to the higher education sector. These 3.0 e-learning systems identify some essential Semantic Web characteristics that are either discussed as stand-alone factors or tend to revolve around the complexities of the Semantic Web technology and its implementation, often disregarding users' needs. Conversely, a comprehensive analysis of e-learning models for higher education in the literature revealed several Critical Success Factors (CSFs) that are relevant to the Semantic Web but often overlooked in 3.0 e-learning models. Consequently, this chapter provides an overview of the CSFs of e-learning relevant to 3.0 e-learning systems as well as an overview of the main Semantic Web characteristics for e-learning to define a new and combined set of 3.0 e-learning characteristics that will holistically represent 3.0 e-learning systems capturing the needs and expectations of users. The new initial 3.0 e-learning model proposed is evaluated within the higher education sector in Mauritius.

scholarly journals Relationship Modeling of Critical Success Factors for Enhancing Sustainability and Performance in E-Learning

2018 ◽  
Vol 10 (12) ◽  
pp. 4776 ◽  
Author(s):  
Naim Ahmad ◽  
Noorulhasan Quadri ◽  
Mohamed Qureshi ◽  
Mohammad Alam
Keyword(s):  
Critical Success Factors ◽  
Success Factors ◽  
Course Design ◽  
Learning System ◽  
Interpretive Structural Modeling ◽  
Micmac Analysis ◽  
Critical Success ◽  
E Learning ◽  
And Performance ◽  
Depth Interviews

E-learning, a technology-mediated learning approach, is a pervasively adopted teaching/learning mode for transferring knowledge. Some of the motivational factors for its wide adoption are time and location independence, user-friendliness, on-demand service, resource richness, and multi-media and technology driven factors. Achieving sustainability and performance in its delivery is of paramount importance. This research utilizes the critical success factors (CSFs) approach to identify the sustainable E-learning implementation model. Fifteen CSFs have been identified through the literature review, expert opinions, and in-depth interviews. These CSFs have been modeled for interdependence using interpretive structural modeling and Matriced’ Impacts Croise’s Multiplication Appliquée a UN Classement (MICMAC) analysis. Further, the model has been validated through in-depth interviews. The present research provides quantification of CSFs of E-learning in terms of their driving and dependence powers and their classification thorough MICMAC analysis. The E-learning system organizers may focus on improving upon the enablers such as organizational infrastructure readiness, efficient technology infrastructure, appropriate E-learning course design, course flexibility, understandable relevant content, stakeholders’ training, security, access control and privileges, commitment, and being user–friendly and well-organized, in order to enhance the sustainability and performance in E-learning. This study will also help E-learning stakeholders in relocating and prioritizing resources.

Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty

2012 ◽  
Vol 58 (2) ◽  
pp. 843-855 ◽  
Author(s):  
Wannasiri Bhuasiri ◽  
Oudone Xaymoungkhoun ◽  
Hangjung Zo ◽  
Jae Jeung Rho ◽  
Andrew P. Ciganek
Keyword(s):  
Developing Countries ◽  
Comparative Analysis ◽  
Critical Success Factors ◽  
Success Factors ◽  
Critical Success ◽  
E Learning
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