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Many universities and colleges in developing countries around the world have started using e-learning courses to keep up with the technological revolution of the higher education sector in the developed world. E-learning has served as a catalyst for higher education to expand in the last decade. However, there are still many challenges facing universities in the developing world, as they attempt to implement e-learning. This paper investigated the main challenges that could significantly impact the implementation of e-learning in developing countries. The main objective of this paper was to identify these challenges and examine how they are related to the challenges facing instructors when using e-learning systems. A total of 107 university instructors responded to an online questionnaire about their perceptions of the main challenges in implementing e-learning in a university context. A partial least squares structural equation model (PLS-SEM) was employed to test the relationships between certain course, contextual, technological, and individual challenges. Challenges related to the design of the course, the support provided, societal/culture, and technology were found to have a significant impact on the instructors' use of e-learning systems. Several implications for the policymakers and practitioners were discussed. INDEX TERMS E-learning, higher education, individual challenges, technology utilization.

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The utmost reason for this article is to present a detailed assessment of the salient antecedents(computer anxiety, technology related experience, computer self-efficacy, quality of service, quality of system, quality of system's output information, perceived usefulness and perceived ease of use) in determining students' approval and onward contentment towards using LMS in a blended learning environment. In view of this, the study employed a quantitative research design utilizing a questionnaire as the data collection instrument. Data was then obtained from 174 undergraduate students with Partial Least Squares Structural Equation Modelling (PLS-SEM) technique used for data analysis. The study revealed indicators such as perceived usefulness, the quality of the system and computer self efficacy as fundamental determinants of students' acceptance and satisfaction with blended learning. The study recommended among others that in order to achieve satisfaction and acceptance towards LMS usage for blended learning in higher education, institutions need to pay attention to these crucial variables prior to full implementation.

Purpose The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment. Design/methodology/approach The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students. Findings Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped. Originality/value Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.