A gap in expectations: E-learning, faculty wants and student needs

There's a lot of benefits to e-learning. It can be easily personalized to student need, intersts and aptitude. It offers access to a variety of content. You can take it when you want.

It's important to remember that in developing countries e-learning has become a method to provide basic education to many services. On the other hand, the developed world uses e-learning to enhance education.

A study (pdf) by Wannasiri Bhuasiri, Oudone Xaymoungkhounb, Hangjung Zo, Jae Jeung Rho and Andrew P. Ciganekc found a few surprising results regarding the gap between student and faculty expectations to e-learning content and delivery. The bottom line: Faculty are more worried about delivery issues – computer & network reliability, ease of use of the interface, etc. Where ICT experts fret about the quality of the course material, motivation of students and teacher attitudes toward interacting with those students.

From the study:  

This study found six dimensions for implementing e-learning systems in developing countries, including learners' characteristics, instructors' characteristics, institution and service quality, infrastructure and system quality, course and information quality, and extrinsic motivation. Based on the results, the most important dimension for ICT experts was learners' characteristics whereas infrastructure and system quality where the most important dimensions from the faculty perspective. This study also revealed at least 20 critical factors for e-learning success in developing countries from both an ICT expert and faculty perspective. For ICT experts, learners and instructors' characteristics were very important factors. For faculty, infrastructure and system quality was most important consideration for e-learning success. 

The study: Critical success factors for e-learning in developing countries: A comparative
analysis between ICT experts and faculty, published in Computers & Education, can be accessed here. (pdf)