Journal of Interdisciplinary Research in Education (JIRE)

ISSN 2232-0180
Vol. 5, Issue 1, 2015, pp. 1724

Critical Success Factors of E-learning Implementation

at Educational Institutions
Ong Fong Yew & Manimekalai Jambulingam
Taylors University, Malaysia

The Author(s) 2015. This article is published with open access by Taylors Press.

Abstract
With the advancement of technologies, students or learners are increasingly having
easy access to electronic media, thanks to the availability of electronic devices such
as laptops, tablets and smartphones. This has prompted many educational institutions
around the world to adapt to the current lifestyle of learners, by switching teaching
and learning methodologies from traditional classroom set-ups to those that embrace
electronic formats. As a result, e-learning has become the buzzword in many educational
institutions. However, for various reasons, the e-learning agenda of many institutions has
yet to achieve its desired objectives. Such a failure could potentially result in detrimental
long-term implications towards the institution, including loss of significant financial
and manpower resources. This paper reviews studies of e-learning implementation and
discusses critical success factors to provide some insights for educational institutions
embarking on e-learning.

Key words: Education, e-Learning, implementation, success factors

INTRODUCTION
The evolving trend in information technology (IT), especially in the recent decade, has
had a huge impact in the field of education. The advancement in IT and the ease of
access towards such IT applications has enabled the adoption of IT elements in education
to a great extent. In fact, in recent years, e-learning has become a prominent aspect of
teaching and learning at educational institutions, which include schools, colleges and
universities. This is evident through the higher allocation of resources for e-learning
at such institutions. Furthermore, it was also reported that institutions with higher
e-learning adoptions had higher student enrolment (Liaw, 2008). In the global arena,
e-learning is fast becoming a well-received medium for education and training. Many
educational institutions have made significant investments in e-learning systems (Chawla
& Joshi, 2012). As such, it is crucial that the design and implementation of the e-learning

* Corresponding author: Ong Fong Yew

Email: FongYew.Ong@taylors.edu.my

JIRE is a publication of the Centre for Research in Education & Instructional

Technologies, School of Education, Taylors University Sdn Bhd

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 Ong Fong Yew & Manimekalai Jambulingam

environment, system and processes are critically assessed to realise its full potential.

E-LEARNING AND ITS BENEFITS

E-learning is generally referred to as the use of electronic media or devices for the
purpose of education, i.e. teaching and learning (Teo, 2011). Roffe (2002) defined
e-learning education as the way in which people communicate and learn electronically.
E-learning can be seen as a multifaceted approach with a wide range of systems and
methods (Clarke, 2007).

Indeed, e-learning has gained tremendous attention due to its importance towards the
development and improvement of education. According to Newton (2003), the use of
IT in education will improve access to education, and at the same time, enhance the
quality of teaching and learning. Hence, educational institutions have to be well-versed
in e-learning to stay competitive and relevant.

Additionally, e-learning also enables learners to progress at their own pace (Rao, 2011).
As each persons learning styles and ability differs, e-learning allows learners to digest
the information in a way that is comfortable and acceptable to them, hence enhancing
the learning process. In fact, Simonson, Smaldino, Albright and Zvacek (2009) stated
that the most commonly cited benefit of e-learning is the feature of flexibility that allows
learners to learn at anytime and anywhere at their convenience. On top of that, e-learning
also facilitates better delivery and allows greater collaboration with experts and peers
(Pillay, Irving & Tones, 2007). Communicating with experts and peers in a flexible basis
significantly enhances learners experience.

SUCCESS FACTORS IN THE IMPLEMENTATION OF E-LEARNING

Like any other technology adoptions, the successful implementation of e-learning must
take into consideration various factors. Many past studies and research have investigated
these factors and the following are some of the prominent factors frequently cited.

The E-learning Environment and Infrastructure

The institution offering e-learning activities must be well-equipped to support the
functions of e-learning. E-learning infrastructure include all the necessary hardware and
software required for the operationalisation of e-learning. Mehlinger and Powers (2002)
found that a lack of sufficient infrastructure discourages educators from integrating
technology in their teaching. Teo (2011) has also cited that the inadequacy of technical
support is one main contributor to the failure of e-learning, and found that skill training
and administrative support are very crucial in influencing educators to adopt technology.
Similarly, educators also require the support of IT specialists to design the course, as it
could be too cumbersome or time-consuming for the educator to master the necessary
IT skills through training. Furthermore, educators should also be equipped with the
latest or necessary IT gadgets for him/her to explore the vast variety of applications and

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 Critical Success Factors of E-learning Implementation at Educational Institutions

features that could be exploited for e-learning. The lack of such support or resources will
eventually discourage the motivated educator.

The Learners Point of View

IT infrastructure is one of the main determining factors in achieving a successful
e-learning system as it has the ability to impact user satisfaction (Alsabawy, Steel &
Soar, 2013). Learners must be convinced that the infrastructure is conducive for them to
engage in e-learning. Learners should have ready access to such online content without
much hassle. Ideally, an avenue should be made available to address the technical issues
faced by learners in the course of e-learning.

This support is especially needed when e-learning is still at its infancy in the institution.
Specifically, arising technical problems should be handled swiftly and appropriately to
the satisfaction of the complainant, so as to encourage the continuous usage of e-learning,
and to prevent the spread of negative word of mouth to the rest of the teaching and
learning community. An issue or problem log should be maintained for future reference
or subsequent implementation phases of e-learning initiatives.

With the necessary support, guidance and assistance in place, chances are high that
the e-learning community, educators and learners alike, will perceive the environment
as suitable for e-learning. It is therefore unavoidable that capital investments and the
related operating expenditures to sustain the infrastructure must be suitably allocated
to ensure the ideal infrastructure is made available to support an institutions e-learning
agenda. However, Ettinger, Holton and Blass (2005) cautioned that the implementation
of e-learning should be done on a small scale during the inception stage. This is to avoid
costly mistakes and unnecessary wastage as the institution is still at its learning stage.

The Attributes of Educators

Educators, tutors or course facilitators play a vital role in the implementation of e-learning.
They are the key players in designing and delivering e-learning content. The educator can
inspire learners through interesting and interactive content in their e-learning activities.
Unlike a traditional classroom where the role of the educator is to provide knowledge to
students, e-learning initiatives require the educator to act as a facilitator, guide, coach and
mentor (Teo, 2011). This because in an e-learning environment, learners are expected to
make use of electronic means for learning, and thus are likely encouraged to explore the
internet for more knowledge. The knowledge exposed to the learners is potentially far
beyond the knowledge of the educator himself/herself. However, this does not put the
educators in an inferior position. The synergy between the educators knowledge and
internet information can be harnessed to the benefit of the learners. This provides a whole
new experience of learning compared to the traditional classroom set-up.

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Attitude of Educators
It is important to note that course educators or facilitators in an e-learning environment
are responsible for the smooth running of the course. They must demonstrate certain
behaviors to keep learners engaged in an e-learning environment. These include, among
others, the need for speedy and constant interaction with the learners. The facilitators
have to devote sufficient time to attend to queries, concerns and any uncertainties raised
by the learners. A delay in response tarnishes the satisfaction level of learners and will
likely result in their disinterest in the course (Arbaugh, 2002; Thurmond, Wambach &
Connors, 2002). To this end, quick feedback is needed to maintain the momentum of
curiosity that the learner has towards the course content. If such a discussion is done
through an online forum platform, where the questions and feedback are made known to
all learners, quick responses prompt the participation of peers towards the discussion as
well, thus creating a virtual community of interaction among the participants.

Presentation and Delivery of Course Content

It is equally crucial to assess learners point of view apart from that of the educators. The
mode in which the course is presented and delivered electronically has to be sufficiently
interesting to draw the learners attention. A well-delivered course has a positive impact
on students perceived usefulness towards the course (Shen, Laffey, Lin & Huang, 2006).
Incorporating a myriad of teaching and learning tools allows the full exploitation of
instructional technology that can improve the learning process (Peled, 2000).

Profiling of Audience
Apart from technology, the course should also be designed in a way that accounts for
the learning styles of learners. Unlike traditional classroom environments where student
numbers are limited by capacity or student-teacher ratio, e-learning enables a wider range
of students or learners. This creates an issue for the educator due to the broad range of
learning styles, as each learner has his or her own needs in terms of intellectual level and
cognitive traits (Kurilovas, Zilinskiene & Dagiene, 2014). By profiling the learning styles
of the targeted learners, the course could be tailored more appropriately to enhance the
learning of an individual (Evans & Waring, 2006), and thus maximising their satisfaction.

Attractiveness of Course
The failure of many online learning courses could be attributed to their inability to capture
the interest and attention of learners due to unattractive content. Therefore, any course
should then be designed in an appealing manner, which often requires the expertise
of an IT or digital design specialist. Such expertise could also be tapped to enhance
the flexibility of the e-learning platform. Allen and Seaman (2011) found that students
increasingly demand for availability and flexible options when it comes to e-learning.
Learners must be enabled to access e-learning content through various devices such as
laptops, tablets and even smartphones at their convenience. This is crucial to maximise
the e-learning penetration rate of an educational institution.

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 Critical Success Factors of E-learning Implementation at Educational Institutions

Cultural Diversity
In culturally-diverse institutions, the design of e-learning courses must take into
consideration the impact of diversity on its acceptance and adaptability. Cools, Evans
and Redmond (2009) suggested that cultural differences influence our teaching and
learning styles, and the assumptions we make about learners. In view of this, it will be a
challenge for course educators to design an e-learning programme or course that caters to
learners of all cultural backgrounds. Moreover, many of the major learning style models
today originated from Europe and North America (Coffield, Moseley, Hall & Ecclestone,
2004). An e-learning course that may work in Western cultures might possibly receive
much less attention in other parts of the world. It is therefore important to assess the
sociocultural facet of learners in multicultural institutions.

The Need for Blending

Spanjers, Konings, Leppink, Verstegen, Jong, Czabanowska and Merrienboer (2015)
found that on average, blended learning is more effective and attractive than traditional
classroom teaching. During the initial implementation stage of e-learning, it is important
to blend the course delivery. Learners should be exposed to e-learning in a progressive
manner. They may face adaptability issues with the sudden change from a traditional
classroom environment to a full-fledged e-learning environment. For a start, the course
delivery may include non-e-learning or traditional teaching and learning elements. Such
a blend helps learners to get accustomed to the e-learning environment.

The Role of Change Agent

One of the most significant catalysts for organisational change is technological
advancement (Lewin & Gold, 1999). However, changes are not always perceived
positively within an organisation as people are comfortable with how things are usually
done. E-learning revamps the entire mechanism of education. Educators and learners might
insist on traditional brick and mortar classroom style, as they have yet to experience the
new e-learning environment. In fact, research has suggested that educators resistance to
change is likely due to cognitive biases (Halpern & Hakel, 2003). In an effort to minimise
resistance, all stakeholders involved in e-learning must be supported substantially through
constant communication, promotion and marketing (Ettinger et al., 2005). In this regard,
the existence of a change agent is instrumental. The change agent, be it inhouse or third
party, has to focus on making e-learning as uncomplicated as possible (Sharma, 2010).
It is the change agents responsibility to constantly communicate and engage with all the
stakeholders, educators in particular. For e-learning to work, educators need to believe
that e-learning will further ameliorate educational institutions (Self & Schraeder, 2009).

Composition of Change Agent

The change agent can be a team of e-learning experts that needs to be set up in the
learning institution. These change agents need not necessarily be senior management staff

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(Hesselbarth & Schaltegger, 2014) but needless to say, there should be strong support
from the senior management of the institution for this team of e-learning experts to carry
out the programs and activities they deem fit and necessary to push the e-learning agenda
across the institution. The team should consist of members who are well-versed in the
area of information technology, with sub-specialties in areas of multimedia design and
preferably, programming skills. These skills are needed to complement the educators
subject matter knowledge to design a well-received e-learning course.

CONCLUSION
The discussion of this paper is useful for policy makers of educational institutions in
considering and evaluating the implementation of e-learning. For institutions already on
the e-learning route, the contents of this paper can also serve as a self-assessment tool to
measure the adequacy of efforts in improving e-learning initiatives.

In short, e-learning offers tremendous benefits and opportunities to educators, learners

and the institution as a whole. The global trend of moving towards e-learning is gaining
momentum in many countries and for this reason, it is wise for educational institutions
to place e-learning as a priority in their agenda. The implementation process requires
detailed and careful planning, execution and maintenance. In order for e-learning to be
successfully implemented, key factors such as infrastructure and environment, attribute
of educators, delivery of course contents and change agents ought to be considered and
adapted appropriately.

Open Access: This article is distributed under the terms of the Creative Commons Attribution
License (CC-BY 4.0) which permits any use, distribution and reproduction in any medium,
provided the original author(s) and the source are credited.

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