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3. Motivation of research - The gap
Latefa Bin Fryan and Lampros Stergioulas
Although the significance of eLearning cannot be denied and its impact on the improvement of the
traditional educational system is well-recognised, there are still gaps in the adoption of eLearning.
Reasons for this include: lack of understanding about the success factors of eLearning, and
neglecting the factors influencing lecturers to adopt the internet as a teaching tool (Hsbollah and Idris,
2009). Existing literature reports that considerable amount of work has been done on the benefits or
features of eLearning and about eLearning implementation, and several studies have been conducted
for the adoption of eLearning listing many CSFs; however, the lists are not comprehensive; for some
CSFs student’s perspectives alone are taken into consideration while the others merely consider the
education provider’s perspectives. Due to the lack of research into this area, further research is
needed for investigating and identifying such CSFs that would lead to a successful adoption of
eLearning. In order to fully realise the potential of eLearning and understand the challenges in the
adoption of eLearning, it is imperative to identify the Critical Success Factors (CSFs) that affect the
adoption of eLearning in KSA educational institutions.
The purpose of the planned research is to address this gap and present a comprehensive list of such
CSFs that influence the adoption of eLearning in KSA educational institutions.
4. eLearning features and benefits
Electronic learning (eLearning) can be defined as a way of learning that is facilitated and supported
through the use of information and communications technology (NZCER, 2004; Al-Jaghoub et al,
2009). eLearning is a web-based educational system that uses IT and computer networks; it widely
utilises modern technology, internet, electronic media, or web-based applications to deliver the
ultimate learning experience (Selim, 2007; Hsbollah and Idris, 2009). It is one of the most significant
recent developments in the information system industry (Wang, 2003) and is considered as an
appropriate means of providing education for universities which lack enough staff, study material, or
classes. With the adoption of eLearning there is no need to minimise the number of student in each
course. eLearning is a major transformation of traditional education provision to more modern,
effective and efficient alternative educational methods (Freire, 1994 Selim, 2007). It has been
reported in the literature that eLearning outranges the traditional learning methods in terms of courses
and student performance (Beyth-Marom et al., 2003). Moreover, students prefer to use eLearning
because it makes their learning more effective, efficient, and flexible; i.e. they can study anytime,
anywhere, and in their own way (Papp, 2000). eLearning supports both individualised and
collaborative learning (Suddaby and Milne, 2008; Bell, 2007; Volery and lord,2000), and compensates
any deficiencies in the traditional learning system (Hsbollah and Idris, 2009).
The effectiveness-level increases as we shift from distance learning to eLearning (as shown in Figure
1). eLearning has also been used interchangeably or with partly overlapping meanings as computer
mediated learning, advanced distributed learning (ADL), online learning (OL), networked learning,
virtual learning, web-based learning (WBL), internet-based training (IBT), web-based instruction
(WBI), open/flexible learning (OFL), and digital learning (Khan, 2001; NZCER, 2004; Selim, 2007).
While eLearning can be used as part of distance learning programs, it does not necessarily have to
involve distance learning (NZCER, 2004).
Several benefits of eLearning have been reported in the literature, the key benefits are locationindependent
and time-independent learning (Fayter, 1998; Homan and Macpherson, 2005; Bell,
2007). Using IT in education not only facilitates the access to education and training but also
improves teaching and learning quality (Newton, 2003). Through eLearning, the delivery of
educational programs to more students can be realised at a much lower cost (Peled, 2000; Volery
and Lord, 2000). Moreover, using IT in education has added value to the existing teaching
methodology (Broad et al., 2003). eLearning makes it possible to continue studies in parallel with job
or work due to it is flexible nature in term of time and location independence. The quality for eLearning
needs to be maintained and the importance of quality cannot be compromised (Inglis, 2008).
Existing literature highlights gaps in the adoption of eLearning and reports that despite considerable
amount of work done in this area, there is still lack of understanding about the success factors of
eLearning (Hsbollah and Idris, 2009). Most studies present the Critical Success Factors (CSFs)
listings for the adoption of eLearning; however, the lists are not comprehensive. In some studies
student’s perspectives alone are taken into consideration (Selim, 2007; Sun et al., 2008; Underwood,
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