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To draw attention to what experience has shown are the “must consider” areas to be taken into account when considering an e‐learning intervention.

Based on 29 research case studies.

This article draws on the experiences of a number of companies which experienced difficulties in taking the e‐learning route. E‐learning should not necessarily be used to replace classroom training as it is not suitable for everything. You need to make sure that the learning or training needs drive the technology rather than the other way round, and the technology itself can pose a multitude of problems. The time involved is also commonly underestimated, as is the diverse range of people who should be involved in the start‐up team.

Attention is drawn to key areas for consideration when venturing into an e‐learning development.

Reflections of early adopters of e‐learning highlight areas of success and difficulty, to help other organisations avoid the same pitfalls.

The present study was carried out to explore the concept of e-learning and to study the e-learning courses run by institutions/universities at the national and international level. The paper aims to discuss these issues.

A survey method of research has been adopted for the present study. A total 23 universities that are running 89 LIS courses through e-learning methods have been examined for the current study.

It is observed that a total of 23 universities are running e-learning programmes for LISc at Master's degree level, certificate level and bachelor's degree level. Most of the universities run short-term e-learning courses for LIS education and are using Moodle software. All the 23 universities are using Web 2.0 tools for information communication and dissemination.

This study will be a help to the students as well as faculty of library and information science to develop the e-learning model in their respective departments. Students will learn what e-learning courses are being run by various institutions in view of the technology, content and facilities provided by particular institutions.

Those institutions that have not developed any e-learning programmes, after viewing this paper, will be able to understand the e-learning courses of LIS education.

No similar studies have been carried out before.

The growth of internet, cloud technology, and mobile usage in the present scenario has spread in every aspect of human life. The usage of e-learning (electronic-learning) has been stretching wings in every sector and creating many opportunities. The education market has significantly developed over the past few years and e-learning has emerged as a major contributor toward the development of the education sector. The purpose of this paper is to study the perception of students of different universities in Uttar Pradesh and National Capital Region (India) toward e-learning usage.

With the help of exploratory factor analysis followed by confirmatory factor analysis, factors of e-learning were explored through a survey of 298 students involved in the e-learning process.

Six factors were explored and validated. These six factors are: supportive factors, system quality, learners’ perspective, instructor perspective, information quality, and service quality.

Policymakers and future researchers need to focus on the facilitation of e-learning in rural and urban areas of India.

Results will be useful in the implementation of e-learning applications.

The effect of e-learning success relies on the learning management system and its effectiveness provided to the learners. As a result, higher education institutions (HEIs) are expanding using various e-learning platforms and focusing on system and information quality. This study adopts the ISS (information system success) model to assess students' perception of e-learning system success (e-LSS).

A quantitative research approach was used to analyse 151 students' perceptions collected from HEIs in Oman. The survey instrument was built on prior research related to DeLone and McLean’s ISS model, and expert opinion was involved for validation. The snowball sampling method was used to collect the data, and participants' anonymity and confidentiality were maintained as part of the ethical process. The reliability of data was tested using Cronbach's alpha analysis. A statistical tool like correlation was used to examine the relationship between the study variables (system quality, information quality, user satisfaction and e-LSS).

This study’s results revealed that students positively perceived system usage, and users' satisfaction with e-learning systems (e-LSs) was high. Moreover, the correlation results indicated that the system and information quality aspects of e-learning significantly influence e-LSS.

The study results on students' perspective towards e-learning information systems can be advantageous to HEIs and various stakeholders like policymakers, and e-learning platforms. It may support and assist the HEIs and corporate firms in deciding on e-learning platforms for students and learners, respectively. Moreover, the consolidated findings will contribute to the existing literature on e-learning success factors from students’ perspectives.

This study examines the students' perception of e-LSS in Oman HEIs and advocates prospects for further in-depth study and analysis.

E-learning programs exist in a wide variety of formats. Without a framework for distinguishing between different e-learning programs, it is a challenge for researchers to compare their effectiveness or identify characteristics of e-learning that contribute to learning effectiveness. Based on general theories of learning, we develop a typology that compares e-learning programs in terms of the nature of the learning interactions they provide for learners in three dimensions: degree of interaction, learner control of interactions, and informational value of interactions. The typology dimensions apply to learner–instructor, learner–learner, and learner–instructional material interactions. We also discuss important theoretical implications of the typology. First, we show the utility of the typology for comparing the effectiveness of different e-learning programs. Second, we apply the typology dimensions to develop a theoretical framework for e-learning research that provides a foundation for examining factors that influence learning effectiveness in an e-learning program. The framework identifies e-learning program characteristics, learner characteristics, and contextual factors that impact learning effectiveness in different e-learning environments. It also shows how the typology dimensions align with learning goals to influence learning effectiveness.

The purpose of this study is to analyze the combined effect of eight factors – performance expectancy (PE), effort expectancy (EE), hedonic motivation (HM), system quality (SQ), information quality (IQ), service quality (SEQ), digital literacy (DL) and computer anxiety (CA) on learners’ behavioral intention (BI) toward the adoption of e-learning in higher education institutions (HEIs) in India.

The study used factors from two theoretical models, the extended Unified Theory of Acceptance and Use of Technology and the DeLone and McLean Information Systems Success model. The study also considered DL and CA as additional factors because they could affect a learner’s intention in a developing country like India. Data were collected from three HEIs in Southern India and analyzed using fuzzy qualitative and comparative analysis (fsQCA).

The results of the study emphasize the importance of considering both individual and technological factors in e-learning adoption and provide evidence for the significance of integrating multiple theories in understanding the complex relationship between factors and learners’ BI. Four different configurations of the eight factors: EE*HM*SQ*IQ*SEQ*DL*∼CA; PE*EE*HM*SQ*IQ*DL*CA; PE*EE*HM*IQ*SEQ*DL*CA; and PE*EE*SQ*IQ*SEQ*DL*CA found to be sufficient to cause learners’ BI to use e-learning.

This study explores the complex relationship between different factors and learners’ intention to adopt e-learning using the fsQCA method. These findings may need further validation in HEIs across different geographical locations.

This study provides practical insights for HEIs in India and other developing countries on how different factors combine and interact to determine e-learning adoption in multiple contexts.

Using fsQCA as a novel and rigorous method, this study uncovers the complex and nonlinear causal relationships among various factors that affect e-learning adoption. This study provides a holistic and contextualized understanding of e-learning adoption in a developing country’s scenario. This study can inform educators and policymakers on how to design and implement effective e-learning strategies that suit different learner profiles and contexts.

The purpose of this study is to examine the continuance intentions of working professionals to pursue e-learning courses as a path for career advancement. The primary objective of this study is to ascertain the predictors of continued intentions of working professionals to pursue e-learning courses and examine if this is a trend in career development.

Perceived usefulness of e-learning, motivation and satisfaction are independent variables which are examined using a regression model as potential determinants of continued intentions to use various e-learning platforms. Data from 240 working professionals in different sectors was collected. In addition, satisfaction, motivation and perceived usefulness among the male and female respondents are compared using ANOVA.

The findings showed that motivation, satisfaction and perceived usefulness of e-learning are significant predictors and have a strong influence on the continued intentions of working professionals to pursue e-learning courses. In addition, the results showed that motivation levels while pursuing e-learning and satisfaction derived from them were higher for female professionals.

This study identifies the antecedents of the continued intentions of working professionals to pursue e-learning courses on the path of career advancement. The outcome of the study can be used by educators and e-content creators to make e-learning more engaging. Corporates can also use the results of this study to identify initiatives that can encourage the pursuit of e-learning.

This study provides an important insight exploring the antecedents of continued intentions of working professionals to pursue e-learning courses as a path of career advancement. The research contributes significantly to the understanding thought process of working professionals towards their careers.

The purpose of this paper is to understand the market for various e-learning platforms existing globally. The global pandemic transformed the traditional education sector into an e-learning industry and impacted the digital education sector proportionally. The wide impact on people to maintain a social distance shortened the space and enhanced student engagement with digital screens. The merchandise of electronic gadgets and e-learning platforms boosted global revenues ever before.

A digital data analytical tool retrieved the data for e-learning companies. While screening companies, the authors came up with more than 150 and later narrowed it to 71. Furthermore, revenues and market capitalisation data were collected from open-source websites of respective e-learning platforms at national and international stock exchanges. The data from the year 2018 to 2021 was used to predict the compound annual growth rate (CAGR) of the 2022–2027 market value of e-learning companies. The demographics of the statistical data were plotted using GraphPad Prism and Python Plotly. Also, the study attempted to underpin the association of annual revenue with market capitalisation for e-learning companies using Statistical Package for the Social Sciences (SPSS).

The financials of the e-learning platforms were compared from 2018 to 2021 based on the stock market exchange, which showed a gradual increase in revenues and influenced the market capitalisation by the 2022 financial year. Also, simultaneously validating the CAGR of 13.16%, the expected revenues from 2022 to 2027 were $830bn. The data plotted on the atlas choropleth exhibiting the e-learning users increased globally by 2022. The Web traffic data validated by the browsing gadget helped to validate the increase in revenues of the electronic gadget companies.

To the best of the authors’ knowledge, this is one of the pioneer studies postulating the study of e-learning demographics comparing the e-learning influence on the global digital market, Web user traffic and the education sector. The demographics of e-learning users by age, gender and gadget distribution validate the e-learning induction globally.

In this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.

To address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.

The authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.

The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

The purpose of this study was to identify the effects of emerging technologies in e-learning on university librarians and libraries. The study also intended to identify emerging technologies in e-learning and challenges being faced to implement e-learning technologies.

The preferred reporting items for the systematic review and meta-analysis method was applied as the research methodology for conducting the study. A total of 25 core studies published in peer-reviewed journals were selected to conduct a systematic literature review. The data were analysed through a thematic approach.

The results of the study revealed that e-learning technologies assist library professionals to strengthen their expertise and support them in initiating smart library services to deliver customer-focused services. A shortage of skilled manpower, the unavailability of adequate IT infrastructure, a lack of technical support, copyright issues, poor planning and ineffective library leadership are major challenges to implementing emerging technologies in e-learning.

The study offers theoretical implications by adding valuable literature to the existing body of knowledge. It has a societal impact as it has offered recommendations and practical solutions for the successful adoption of emerging technologies in e-learning. The study also offers managerial implications to develop fruitful policies for implementing e-learning technologies for the innovative sustainable competence development of library manpower and implementation of smart library services.