Critical success factors for e-learning in Higher Education: an emancipatory and critical research approach.

For e-Learning to be successful, it is simply not enough that the courses are well
designed, that the module delivery adopts appropriate pedagogical approaches, that
tutors are well versed in their subject matter areas and are able to facilitate online
courses. The intricacy of the various interest groups involved in this process has
prompted this investigation into critical success factors for e-Learning. This holistic
investigation seeks investigate the whole range of issues that might impact on the
success of e-Learning and the key research question to be addressed is 'What are the
underlying Critical Success Factors (CSFs) required to support the design, development,
implementation and management of e-Learning in HE institutions?'
In the context of this research, a compelling justification for adopting a more
interpretivist approach is that it is often neither possible nor desirable to engage in
research that is purely based on quantification when investigating attributes such as
• attitudes, beliefs or judgements. In the context of this research, the goal was to allow
the e-Learning CSFs to emerge from the evaluation of factors in the limited sphere of
five high level categories, rather than placing a wider focus on the key performance
indicators of HE programme provision in its entirety. By adopting a critical research
approach, it was possible to elicit views from participants attending a number of
international conference workshops in an environment away from their day to day
work. The data was collected through focus groups at international workshops and was
analysed through thematic analysis using a process of isolating and selectively coding
similarities and differences of key issues within a particular aspect of e-Learning as
identified by participants emerging from their own professional practice.