An Integrated Framework of E‐Learning Challenges in Higher Education.
Background: Although researchers have conducted research on the issues of e‐learning, the current body of literature lacks a universally accepted framework. The existing body of research in this field exhibits a fragmented state of knowledge, as shown by the abundance of scattered and disconnected s...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 2; pp. 1 - 29 |
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| Autores principales: | , , , |
| Formato: | pictorial research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=192476919&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192476919 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2026 vid: 42 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 192476919 192476919 192476919 10.1002/jcal.70213 192476919 ppf: 1 ppct: 28 formats: tig: atl: An Integrated Framework of E‐Learning Challenges in Higher Education. aug: au: Demirel, Banu Kapucugil Ikiz, Aysun Durukan Sali, M. Banu Ertaylan, Şadiye affil: Department of Business Administration, Division of Production Management and Marketing, Dokuz Eylül University, Faculty of Business, Izmir, Türkiye sug: subj: Knowledge Online Education Computer-Assisted Instruction Learning Methods Funding Source Human Systematic Review Descriptive Statistics Data Analysis Software Conceptual Framework Education, Non-Traditional ab: Background: Although researchers have conducted research on the issues of e‐learning, the current body of literature lacks a universally accepted framework. The existing body of research in this field exhibits a fragmented state of knowledge, as shown by the abundance of scattered and disconnected studies within the literature. These studies neither make substantial progress in theoretical development nor provide meaningful contributions to practical applications. Objectives: The overall objective of this research is to provide an integrated view of the body of knowledge of e‐learning challenges in higher education. Based on this objective, it is aimed to: (1) investigate the descriptive aspects of the existing research on e‐learning challenges, (2) clarify important themes pertaining to challenges and identify knowledge gaps in the examined literature of e‐learning and (3) propose a conceptual framework that would set the direction for future studies. Methods: A systematic literature review (SLR) is conducted to perform a comprehensive evaluation, compile the findings from prior research on e‐learning challenges in higher education, and synthesise them. TIPEC model served as the basis of the content analysis conducted in the present study. Results and Conclusion: The challenges resulting from the analysis of 48 publications are categorised into the TIPEC model, which is refined and evolved into a matrix format considering the stakeholders of e‐learning. This matrix framework, formed based on categories and sub‐categories, allows the definition of each sub‐category to be made more broadly and clearly in terms of learner, instructor, institution, country, and generic. In this respect, a more inclusive and detailed theoretical framework of e‐learning challenges is developed and posed. Findings unveil 72 sub‐elements, 28 sub‐categories, and four categories of challenges, namely pertaining to 'Technology', 'Individual', 'Pedagogy', and 'Enabling Conditions'. 'Interactivity (f = 59)', 'technological infrastructure (f = 56)', and 'system design/development (f = 48)' as well as 'motivation (f = 48)' are the sub‐categories of challenges that are mostly experienced. Practitioner Notes: What is already known about this topic? ○There are numerous disparate and independent studies in the literature on e‐learning challenges.○'Technology', 'individual', 'pedagogy', and 'enabling conditions' are the four main themes of challenges in e‐learning.What this paper adds? ○Converts the TIPEC model into a matrix format that maps challenges against units of analysis (learner, instructor, institution, country, and generic).○Eliminates overlapping and overly general challenges identified in previous models.○Relocates misplaced sub‐dimensions to more appropriate parent categories (e.g., moving 'security' from enabling conditions to technology).○Provides a rubric for the institutions to assess their e‐learning dimensions.Implications for practice and/or policy ○Learners need autonomy, user‐friendly platforms, digital skills training, and gamification components.○Instructors require flexibility, involvement in decision‐making, and ongoing professional development.○Institutions must prioritize administrative commitment, infrastructure, and e‐learning policy development.○Countries should establish national e‐learning strategies ensuring digital equity and inclusion for all. pubtype: Academic Journal doctype: pictorial research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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