learning - Academic Conferences Limited

Latefa Bin Fryan and Lampros Stergioulas
of the categories contained several critical eLearning acceptance and success measures which are
as follows:
Instructor’s attitude towards and control of the technology
Instructor’s teaching style
Student motivation and technical competency
Student interactive collaboration
eLearning course content and structure
Ease of on-campus internet access
Effectiveness of information technology infrastructure
University support of eLearning activities
However, these CSFs are taken only from the student’s perspective and are lacking the education
provider’s perspective which is equally essential to be considered in order to realise the potential for
eLearning adoption. Underwood (2009) discussed the following CSFs for education with digital
technology (i.e. eLearning):
Increased student effectiveness or performance
Increased student efficiency
Increased student engagement or satisfaction
More positive student attitudes twards learning (student’s motivation)
However, these four factors focused only on the student’s performance irrespective to the general
CSFs (i.e. it lacks several CSFs that in general are significant to the adoption of eLearning such as
time and location independence).
Another study (Papp, 2000) presented CSFs for distance learning using electronic means (i.e. via
eLearning), these factors include:
Security of Intellectual Property
Suitability for distance learning environment
Familiarity with the courses
Course contents
Mechanisms for troubleshooting
Sun et al. (2008) conducted a survey and presented seven CSFs for the satisfaction of an eLearning
user (or student):
Student computer anxiety
Instructor attitude toward eLearning
eLearning course flexibility
eLearning course quality
Perceived usefulness
Perceived ease of use
Diversity in assessments
However, these lists are not comprehensive and lack several important aspects such as effectiveness
(or impact) of eLearning in terms of performance. Rovai and Downey (2010) discussed the major
seven factors causing the failure of many distance education programs:
Planning
Marketing and recruitment
Financial management
Quality assurance
Student retention
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