E-leaning has become every day and commonplace in higher education across the world. In some institutions, opportunities and finances of technology have yet to be fully utilised. To better enable the initial exploitation of e-learning, this paper describes the development of a theoretical construct, based on original research, describing the characteristics associated with the successful deployment of technology evidenced in Egyptian higher education supported by the concepts of a technology acceptance model. The theoretical construct is designed to both, reflect the research findings and, support developments in e-learning. indispensable success features based around the quadrant of curriculum, tutors, learners and technology. Findings illustrate the importance of curriculum content specifications (theoretical, practical); tutors' features (attitude towards e-learning, proficiency of the technology, and support); Learners' features (computer competency, English language proficiency, and learning style); and Technological feature (usability, affordances and infrastructure) for successful e-learning implementation.It is concluded that by systematically considering these features the implementation of e-learning and blended learning can be more effective and efficient.
This research aims to identify quality in VLEs (Virtual Learning Environments), describes the development of a model, based on original research, describing the characteristics associated with the successful deployment of technology evidenced in the Egyptian higher education, and the alliance factors related to such implementation of quality in VLE. Research findings clarify the importance of quality for the accreditation of VLEs and demonstrate the proposed model that, based on the motivations arising from the challenges: improving the quality of learning, identify the possible stakeholders in determining the quality of VLEs, improving access to teaching and learning, and reducing the costs for providers. The suggested model incorporates: stakeholders' satisfaction; learning outcomes; environment facilities; and evaluation during development. The findings also revealed groups of Recommendations for VLEs' participants, designers, and administration to accomplish quality in VLEs.
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