A conceptual framework highlighting e-learning implementation barriers

Abstract

Purpose E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. The purpose of this paper is to consider a range of barriers, impacting the success of e-learning implementations, yet to the best of the authors’ knowledge no conceptual framework is able to consolidate existing research. Design/methodology/approach This paper undertook an in-depth review of literature concerning e-learning implementation barriers. Papers were extracted from established peer-reviewed journals and open sources. Articles not related to e-learning implementation barriers were discarded. A total of 259 papers were identified, published between 1990 and 2016. Hermeneutics and data-driven qualitative content analysis was used to define 68 unique barriers. Findings The 68 unique barriers were thematically grouped into four conceptual categories, i.e. Technology (T), Individual (I), Pedagogy (P), and Enabling Conditions (EC). These four categories led to the conceptualization of “TIPEC” framework, which highlights the key concepts hindering e-learning implementation and delivery. Results show that most articles only consider a narrow range of success barriers. Practical implications The proposed TIPEC framework acts as a guide for education practitioners, system developers, policy makers, and researchers. It provides stakeholders with a summary of e-learning barriers. Originality/value This paper fulfils an identified need for a conceptual framework that consolidates all current research related to e-learning implementation barriers.

Purchase intention in an electronic commerce environment

“…Unified theory of acceptance and use of technology (UTAUT) (Venkatesh et al 2003) has measured this operational performance through the combined effect of performance expectancy and effort expectancy (see Al Mansoori et al, 2018). Based on the above discussion, it can be argued that the potential change in degree of operational performance may have a severe compounding effect on consumers' acceptance of e-commerce (Ali et al, 2018). Borrowing the essence of the perceived operational performance construct from Shareef and Kumar (2012), this research has recognized two dimensions of this construct, namely time value and effort value, and conceptualized the construct as the degree of perceived time and effort that e-commerce interaction may require from consumers in accomplishing the targeted task.…”

Attitudes towards Online Learning: What Do Brazilian Students Think About?

“…As the aforementioned factors are related despite different classifications and the comprehensive literature review accomplished by Ali et al (2018) developed a framework that includes the interplay of barriers, their study will be used herein to organize this review section according to the categories they stipulated. The general categories will be taken into account including discussions concerning success factors, implementation requirements and difficulties of the online learning context.…”

“…Technological barriers encompass elements such as technology infrastructure and technical support (Ali et al, 2018). These conditions may affect students' persistence.…”

“…Students' individual barriers bound 26 elements as revealed by Ali et al (2018), for instance, prior knowledge, student motivation, computer literacy, perceived usefulness and ease of use perceptions, sense of isolation due to less face-to-face/social interaction, conflicting priorities, student's economy and self-efficacy. Yet Willging and Johnson (2009) reported varied and unique reasons to each individual concerning decision to dropout.…”

“…These variables are considered here since a wide range of factors affecting success and acceptance in online learning are reported in the literature. As stated by Ali, Uppal, and Gulliver (2018), barriers to successful online learning implementations are related to technology, individual, pedagogy and enabling conditions. The second research question is thus:…”