How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

• Published in: International journal of educational management 2023-12, Vol.37 (6/7), p.1142-1161
• Main Authors: Millidonis, Theodoros, Lois, Petros, Georgiou, Ifigenia, Tsoukatos, Evangelos
• Format: Article
• Language: English
• Subjects: College Faculty; Course Content; COVID-19; Educational Administration; Educational Resources; Educational Technology; Electronic Learning; Faculty Development; Higher Education; Instructional Design; Instructional Effectiveness; Knowledge management; Learning; Learning Analytics; Learning Strategies; Literature reviews; Online Courses; Online instruction; Pandemics; Perceptions; Program Effectiveness; Students; Success; Success factors; Teacher Attitudes; Teachers; Teaching Skills; Technological Literacy
• ISSN: 0951-354X; 1758-6518
• DOI: 10.1108/IJEM-09-2022-0371

PurposeIn this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.Design/methodology/approachTo address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.FindingsThe authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.Originality/value The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addr