A conceptual framework highlighting e-learning implementation barriers
AbstractPurpose– 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. Literature considers a range of barriers, impacting the success of e-learning implementations, yet to the best of our 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 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 4 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.
Ali, S., Uppal, M. A. and Gulliver, S. <http://centaur.reading.ac.uk/view/creators/90002405.html> (2017) A conceptual framework highlighting e-learning implementation barriers. Information Technology & People. ISSN 0959-3845 doi: 10.1108/ITP-10-2016-0246 <https://doi.org/10.1108/ITP-10-2016-0246> (In Press)