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E-learning environments and services (ELES) adoption and success rates challenge ELES designers, practitioners and organisations. Enterprise decision makers continue to seek effective instruments in launching such systems. The purpose of this paper is to understand users’ perceptions of ELES effectiveness and develop a theoretical framework which improves understanding of success factors for adoption.

Grounded theory method is used to reflect on the relationships between changing users’ requirements and expectations, technological advances and ELES effectiveness models. A longitudinal study collecting data from social media blogs over four years was authenticated based on the context evaluation, language structure and conversational constructs.

Identification of a new core dimension named “Concept Functionality” which can be used to understand the relationships between e-learning effectiveness factors including the relationships with other domains such as security. The findings are also used to validate major existing models for the success of ELES.

The new framework potentially improves system design process in the fields of education technology, enterprise systems, etc.

Concept functionality dimension can offer more insights to understand ELES effectiveness and further improve system design process in a variety of domains including enterprise systems, process modelling and education technology.

This paper aims to provide a methodological road for the next generation of e‐learning environments.

This paper considers a survey of recent publications (1995‐2002), which aim to provide practical and theoretical indications and advice, which are coupled with practical experimentations.

The paper provides road‐mapping elements, indicating the impact on services and systems to be expected by this design approach.

The survey is based on a selection of sources and it is not exhaustive. The methodology experiments that are used for argumentation are based on the authors’ platform.

The paper presents a useful source of knowledge for researchers and advanced students.

This paper identifies a road for advanced e‐learning systems, and can help researchers and those in industry who desire to introduce and understand the design methodological context of advanced e‐learning systems.

Distance learning has been widely researched the past few years, nevertheless the focus has been more on its technological dimension. Designing, developing and supporting a large scale e‐learning application for Higher Education is still a challenging task in many ways. E‐learning is data‐intensive, user‐driven, and has increasing needs for multiculturalism, efficiency, adaptivity and competiveness. Although the complexity of such systems has increased exponentially, the design process still lacks a systematic quality control procedure. In this work we address the increasing need for new methods that maximize usability, and thus end‐user satisfaction. We analyse the technological, managerial and economic factors that affect the design and deployment of a large e‐learning platform with advanced services and propose a set of new metrics for assessing its quality. The metrics are based on the four external quality characteristics (functionality, usability, efficiency and reliability) of the ISO9126 standard for software systems.

The purpose of this paper is to examine whether there is a cultural gap in student perceptions of online collaborative learning and to investigate to what extent student perceptions, motivation, and learning strategies change over time due to the actual involvement in a collaborative e‐learning environment (ELE).

A parallel e‐learning environment for a first‐year university course is implemented for a Flemish group (n = 217) at Ghent University and a Chinese group (n = 165) at Beijing Normal University. Student perceptions of the online collaborative learning environment and their motivation and learning strategies before and after the ELE are measured.

The findings show that the Flemish group perceive the online collaborative learning environment more positively compared to the Chinese group. However, Chinese students' motivation, and learning strategies change significantly towards a way that is more in line with a social‐constructivist learning approach after the online collaborative learning experience.

The current results indicate that students from different cultural contexts perceive online collaborative learning environments differently. Specific cultural adaptations in e‐learning design could be considered when an ELE is to be implemented cross‐culturally.

This study can help both Chinese and Western instructors to become aware of different perceptions of online collaborative learning and to be more supportive to the students.

This paper discusses the key findings of an investigation of e‐learning computer systems and the establishment of a technology framework for a new generation of e‐learning applications. The paper initially reviews an e‐learning system case study (a core university and a number of associated institutions named Global Campus) which incorporates: (i) the infrastructure of the Global Campus programme reviewed in light of studies on attitudes towards learning, patterns of Virtual Learning Environment (VLE) use, computer‐assisted assessment and learning tasks and patterns of communication, and (ii) an e‐learning environment based on the WebCT technology for delivery and assessment. Results of four earlier studies regarding (i) distance education, (ii) patterns of use of the VLE (iii) communication patterns in e‐learning and (iv) computer‐ assisted assessment are also critically reviewed. Conclusively, a set of guidelines for a technology framework are suggested and the authors’ perspectives for the classification and the evolution of e‐learning applications is provided.

This paper aims to present the design and implementation of an Internet of Things (IoT)-based e-learning testbed using Raspberry Pi mounted on Raspbian operating system (OS).

The testbed is composed of five Raspberry Pi B+ computers. The experiments are carried out in the department floor considering an non line of sight (NLoS) environment. Single constant bit rate (CBR) flows were transmitted over user datagram protocol (UDP), and data were collected for five metrics: throughput, packet delivery ratio (PDR), hop count, delay and jitter using the Iperf.

The implemented testbed was evaluated using experiments. The experimental results showed that the nodes in the testbed were communicating smoothly, and by using attention value, the learner concentration is increased.

The performance of the Optimized Link State Routing (OLSR) protocol was analyzed in a floor environment considering the NLoS scenario. However, this testbed can be implemented to other protocols also.

Because of the opportunities provided by the internet, people are taking advantage of e-learning courses, and enormous research efforts have been dedicated to the development of e-learning systems. To date, many e-learning systems are proposed and used practically. However, in these systems, the e-learning completion rate is low. To deal with this problem, an IoT-based e-learning system was implemented to increase the e-learning completion ratio by increasing the learner concentration.

The purpose of this study is to explore the role individual innovativeness along with e-learning self-efficacy play in predicting the e-learning readiness of first- and second-year students of an open and distance education institutions in an African context.

Therefore, building on previous related research in this area, a quantitative approach was adopted to address the research questions and to establish whether a statistically significant relationship existed between individual innovativeness, e-learning self-efficacy, the independent variables; and e-learning readiness, the dependent variable. In total, 476 first- and second-years students of the university participated in the four-Likert-type scale survey. The research instrument which comprises 74 survey items was completed by 217 of the students. Statistical tools used for analysing data included both Pearson Product Moment Correlation coefficients and t-tests.

It was discovered that a strong positive and significant relationship was observed between individual innovativeness and e-learning readiness of first- and second-year students of the Yenagoa Study Centre of the National Open University of Nigeria (NOUN); a statistically significant relationship was also found between e-learning self-efficacy scores and the e-learning readiness of the first- and second-year students of the Yenagoa Study Centre of NOUN; there was a statistically significant joint relationship between the three variables under investigation; findings equally revealed that male respondents had higher e-learning readiness than their female counterparts.

Like every other study of this nature, this one also suffers some limitations. First, NOUN is a very large university with over half a million students spread across almost 78 study centres. This means that observation from just one study centre amounts to a very small sample size. This according to Schweighofer, Weitlaner, Ebner and Rothe (2019) jeopardises the generalisability and validity of study results. The authors also maintain that empirical data generated from surveys that usually rely participants' abilities to read and select responses without further interpretation by the researchers suffer from cognitive biases like social desirability. To address the above limitations, detailed studies involving all studies centres of NOUN be undertaken and other qualitative and or mixed research methodologies be adopted in the future.

The implications for this study are that people who are innately innovative will willingly accept technology and by extension, learning in technology-rich environments like those found in like NOUN whose mode of study is blended learning inherently found in open and distance learning (ODL) institution. Therefore, this study is significant as it will provide relevant information to the management and administrators of NOUN, policymakers and regulatory institutions for the development, deployment and implementation of e-learning strategies. Findings will also benefit e-learning initiatives undertaken by similar institutions that adopt the ODL mode of education in Nigeria and other developing countries.

Even though, studies on the antecedents of e-learning readiness have been widely conducted across diverse contexts, studies exploring the associations between individual innovativeness, e-learning self-efficacy and e-learning readiness are relatively hard to come by. The above two variables as predicting the e-learning readiness in the study context are comparatively new. This study thus focuses on the relationships between the individual innovativeness levels, e-learning self-efficacy beliefs of students and their e-learning readiness which ultimately determines their ability to sustain studies in an ODL institution.

In this chapter we present a case study about a bottom-up approach in creating the strategy and action plan for the mainstream implementation of blended learning in one Faculty at a higher education institution in Croatia, and the implications this has on the access and retention of students from equity groups. In previous research the target groups were identified, and the next step was to investigate the specific needs of those groups of students, focusing on creating an effective learning environment. Taking an evidence-informed approach, institutional experts, management and staff developed a strategic framework, covering ICT support, the E-learning system and curriculum development to meet the specific needs of these students. One of the very important goals of mainstreaming widening participation at the Faculty of Organization and Informatics (FOI) is to create an effective learning environment for all students. E-learning is recognized as an important tool in making learning and education more accessible to all students at the FOI. The FOI's Strategy for E-learning contributes to this objective and since FOI is one of the leading faculties in the implementation of E-learning at the University of Zagreb, FOI's approach to E-learning is exemplary within the institution, and it has been taken into account when University of Zageb Strategy was being developed and implemented.

Demonstrates how digital technologies are affecting the organisational learning process, drawing on material presented to an industry forum. Reviews the rise of the knowledge‐based organisation, examines how the Internet has created “e” learning, investigates why organisations are impelled towards e‐learning, provides some estimates of the size of the e‐learning market and outlines the activities of some e‐learning provider organisations. Shows that the corporate e‐learning market is undergoing strong growth with a wide range of providers and alliances emerging and some consolidation expected. Organisations now seek metrics for evaluating e‐learning and quality benchmarks are recommended.

Emerging digital technologies and increasing interest in the computerized delivery of higher education have led to e‐learning through electronic mail, the Internet, the World Wide Web (WWW), and multimedia. Issues such as the confidence with which college faculty integrate technology in their teaching, plagiarism and communication remain as important unresolved questions. Considering these, the marketplace of learners is not responding to e‐learning as anticipated. Understanding the importance of information systems, and of efforts to ensure that faculty use technology, as well as recognition of the marketplace, a framework has been developed for success with e‐learning. Reviews the selected definitions of e‐learning. A critical review of literature is provided with a view to developing a more practical framework for achieving success in e‐learning. Also, some reported case experiences are briefly discussed. Suggestions for future research are presented.