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This paper aims to outline the financial implications, while deploying information and communication technologies for implementing e‐learning, and to elucidate them, while implementing an e‐learning project in a conventional university environment.

The paper is a descriptive account of the various cost factors and benefits accrued in implementing an e‐learning project and draws on a variety of secondary sources both published and unpublished.

The paper identifies the various cost factors as well as the benefits involved in e‐learning implementation in conventional educational institutions, so that e‐learning implementation is a smooth process. Three modes of e‐learning exist, namely, substantially online mode; replacement mode; and supplemental mode, and the costs of e‐learning vary for each. The paper also describes how to assess the success or failure of an e‐learning project.

The paper presents a review of literature developed from secondary sources since e‐learning implementation is in a budding stage in conventional universities, particularly in the Asian context.

The paper outlines the financial implications of e‐learning and provides information on the various cost factors in implementing an e‐learning project for the first time. These factors should be duly acknowledged and given consideration, if the advantages of e‐learning are to be fully realised and e‐learning implementation is to succeed.

This paper provides a valuable summary of the state of affairs of financial implications, for instance the cost factors and benefits accrued while implementing an e‐learning project in the case of conventional universities. From this summary of the current situation, it goes on to suggest potential ways to transform the “digital divide” into “digital opportunities”.

Explores the practical and theoretical issues involved in the evaluation, quality assurance and engagement of operating an e‐learning programme as a distance learning service on an international basis for people in employment. Focuses on the experiences of delivery of e‐learning of a case at the University of Wales, Lampeter that has been adapted from a project into mainstream provision. Suggests that the current emphasis of the prefix “e” in learning application needs to shift from electronic to the more supportive descriptions of engagement, enhancement and execution of the student learning programme. Reviews the current quality assurance recommendations in the context of e‐learning. Concludes with the evidence emerging from the particular case of e‐learning provision at Lampeter and the key findings of the programme.

Today, the high cost of e-learning systems’ implementation and the difficulty of managing the infrastructures motivate educational institutions toward application of cloud-based e-learning systems. This new system should be aligned with the academics’ aims and pedagogical principles to be beneficial for learners and instructors. Therefore, the vendor selection of learning systems is one of the most important processes to migrate toward cloud-based e-learning. The purpose of this paper is to develop a new framework to facilitate the vendor selection of cloud-based e-learning systems in the cloud market.

To identify the initial criteria as to the vendor selection of cloud-based e-learning services, a literature review is done. To enrich the initial criteria, a focus group of experts is investigated, and the framework developed; then, a survey analysis is conducted to validate the proposed framework. The extracted criteria and sub-criteria are weighted and prioritized using best-worst method (BWM).

The results indicate that the main dimensions of vendor selection framework as regards cloud-based e-learning systems are managerial, technological and pedagogical factors. The rank orders and weights of the mentioned aspects and their sub-criteria are calculated using the BWM.

The proposed framework helps managers to get a big picture of requirements as to cloud-based e-learning and more effectively to select appropriate vendors in this initiative. In the vendor selection process, managers must pay attention to technological issues as well as managerial and pedagogical considerations.

Cloud-based e-learning systems are getting increasingly essential to offer training courses more efficiently in educational institutions. Although the intersection between cloud computing and e-learning has increasingly grown in both practical and academic contexts, there are little studies on how educational institutions and organizations could be able to select appropriate cloud-based e-learning systems. This paper explores the ignored but critically important subject of cloud-based e-learning. The main contribution of this paper is to propose a novel and integrated framework containing the important aspects of vendor selection in cloud-based e-learning services. The proposed framework comprises managerial, technological and pedagogical aspects simultaneously as well as sub-criteria denoting each aspect.

This study aims to examine the factors affecting behavioural intention to use E-learning during the COVID-19 pandemic. The study applies the unified theory of acceptance and use of technology 2 (UTAUT2) to identify the factors that predict intention to use E-learning. Also, the study examines the effect of personal innovativeness in information technology and perceived financial cost on intention to use E-learning.

The study adopted a cross-sectional quantitative study design involving 617 university students. The data was collected through an online survey due to the COVID-19 restrictions. The proposed hypotheses were analysed using partial least squares structural equation modelling.

The study found that personal innovativeness in information technology, perceived financial cost, performance expectancy, hedonic motivation and social influence have a significant effect on the intention to use E-learning. Contrary to expectation, habits, effort expectancy and facilitating conditions did not predict intention to use E-learning.

The study was conducted on university students and did not include other school-going students and working professionals. Also, the study sample was not drawn from many universities. The study used a quantitative approach. The use of a mixed-methods approach could provide deeper insights into the factors affecting the intention to use E-learning in developing countries.

The practical implications inform policymakers and educational institutions on how E-learning adoption can be enhanced. In this context, social influence, performance expectancy, hedonic motivation, personal innovativeness and perceived financial cost are identified as predictors of intention to use E-learning. This study has implications for the development of E-learning systems and the promotion of the use of E-learning in the context of developing countries.

The study is amongst the few studies from a developing economy to use the UTAUT2 model to examine students’ intention to use E-learning. The study proposes the inclusion of personal innovativeness in information technology and perceived financial cost as factors predicting intention to use E-learning. Again, the study adopts importance-performance matrix analysis to provide decisional areas where management may improve for successful E-learning acceptance and use.

Medical errors cause a significant number of deaths. Providing training to medical staff can improve the quality of medical care. Hospitals have traditionally used face‐to‐face modality to train staff but they are beginning to adopt e‐learning systems that can easily deliver training at work or to other convenient locations. The purpose of this paper is to investigate factors leading to e‐learning adoption in hospitals.

A framework of factors leading to the adoption decision of e‐learning systems is first proposed. Survey data are collected to empirically test the proposed framework. The samples consist of senior executives and managers in hospitals.

It is found that three factors including managerial, organizational, and technological exhibit significant influences on the adoption decision. One novel result is that the organizational variable of hospital specialization significantly influences the decision to adopt e‐learning systems.

This study is one of the first to propose a model of adoption of e‐learning specifically in the context of hospitals. Limitations and strengths of the study and possible future research direction are also discussed.

From a practitioner's standpoint, the results of this study can help hospital administrators to accelerate the adoption of e‐learning systems.

This study is one of the first to propose a model of adoption of e‐learning specifically in the context of hospitals. It is expected that the model developed can assist to further understand the e‐learning adoption in hospitals.

This study aims to propose an integrative conceptual framework of e‐learning adoption and assimilation that is adapted to the specific context of small to medium‐sized enterprises (SMEs).

The literature on the state of e‐learning usage in SMEs and on the IT adoption and assimilation factors that can be specifically applied to e‐learning adoption and assimilation in this context are reviewed. These factors are then integrated within a research framework, and a set of 20 propositions formulated.

The paper identifies the technological, organizational and environmental factors that are likely to favor or hinder e‐learning adoption and assimilation in SMEs, as well as the interaction among these factors.

The integrative framework and the 20 propositions that emanate from it constitute the conceptual foundation for a research program and hypotheses on the adoption and assimilation of e‐learning in SMEs.

This study offers managers a frame of reference to analyze their firm's situation before initiating an e‐learning program by highlighting key adoption and assimilation factors in the specific context of SMEs.

This study proposes an integrative conceptual framework of e‐learning adoption and assimilation that is adapted to the specific context of SMEs.

This paper aims to analyze the financial implications associated with Ugandan universities employing e-learning techniques and to suggest sound policy solutions to the problems the investigation found.

To illustrate how e-learning is used in Uganda, the study used a descriptive research design. The study used a quantitative methodology to highlight the various experiences associated with utilizing e-learning platforms from various universities. A questionnaire survey was distributed to university students, and the data were analyzed using descriptive statistics in order to understand the usage of e-learning and Persons correlation to understand the degree of the relationship between the study variables.

The study findings reveal that e-learning approaches in universities are favorably correlated with their financial implications (r = 0.598; p-value 0.05). It was excruciatingly difficult to access online learning resources and platforms, and there was a severe lack of power. Some academic staff members lacked adequate e-learning platform training, and students noted that e-learning eased communication between students and lecturers, whereas Internet subscription and acquisition of mobile devices were expensive.

The research was limited to three districts in western Uganda, and thus, it may not be possible to extrapolate the results to the entire nation.

Universities are open to these changes since the digital world is moving more quickly, overall, and this trend has crept into education as well. Policymakers and other universities may utilize the study's findings to inform their decisions.

The study offers useful insights into how e-learning systems have altered university teaching methods.

This paper focuses on successes and failures in the history of technology. It attempts to assess the wisdom of possible future courses of action with regard to technology in e‐learning and education.

E‐learning is such an attractive opportunity for training providers to reconfigure delivery and support that it presents compelling reasons to engage with the practice. A broad range of provision is therefore available for every type of market segment, including small firms. Sustaining a competitive advantage from a host of offers is a practical challenge for providers. In many industries, competitive advantage lies in the value of intangibles presented by an enterprise. In this paper, dimensions of perceived value are examined in the context of delivery to SMEs. Competences for a training provider can be grouped into specific operational and system competences of value assurance, enhancement and innovation.

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.