scholarly journals Notice of Retraction: Adult Distance Education Students' Perspective on Critical Success Factors of e-Learning

2009 ◽  
Author(s):  
Farn-Shing Chen ◽  
Chin-Wen Liao ◽  
Tsai-Hsiu Chen
Keyword(s):  
Distance Education ◽  
Critical Success Factors ◽  
Success Factors ◽  
Education Students ◽  
Critical Success ◽  
E Learning

Critical Success Factors for Distance Education Programs

2005 ◽  
pp. 622-627 ◽  
Author(s):  
Ben Martz ◽  
Venkat Reddy
Keyword(s):  
Distance Education ◽  
Critical Success Factors ◽  
Success Factors ◽  
Education Programs ◽  
Critical Success ◽  
Education Industry ◽  
Driving Conditions ◽  
Education Field

Distance education is playing an ever-growing role in the education industry. As such, it is prudent to explore and understand driving conditions that underlie this growth. Understanding these drivers and their corresponding concerns (Table 1) can help educators in the distance education field better prepare for the industry.

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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