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CRITICAL SUCCESS FACTOR IN E-LEARNING: AN EXAMINATION OF

TECHNOLOGY AND STUDENT FACTORS

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International Journal of Advances in Engineering & Technology, May 2012.
©IJAET ISSN: 2231-1963

CRITICAL SUCCESS FACTOR IN E-LEARNING: AN

EXAMINATION OF TECHNOLOGY AND STUDENT FACTORS
Mahdi Alhaji Musa and Mohd Shahizan Othman
Department of Information System, Universiti Teknologi Malaysia, Johor Bahru, Malaysia

ABSTRACT
E-learning is one of the recent trend and major technological advancement in Information
technology, reshaping the mode of delivery of education in Universities. In light of this, the
Universities have to take advantage of using e-learning to deliver education to students. A lot of
factors must be put into consideration for any universities that need to venture into e-learning based
courses. This paper is intended to examine the e-learning critical success factors (CSFs) as perceived
by students. In this study, two main factors related to the e-learning CSFs within a university
environment including technological and student factors were examined. The factors were tested by
surveying 450 undergraduate students at the Universiti Teknologi Malaysia. The results revealed that
internet browsing speed and instructor participation in discussion groups are most critical factors for
e-learning.

KEYWORDS: E-Learning, Critical Success Factors (CSFs), Technology Factor, Student Factor,
Exploratory Factor.

I. INTRODUCTION
The heavy investment made in e-learning by the educational institutions, bring about good
atmosphere for electronic market and learning over the internet [1]. Nowadays, information
technology is believed to be solution to cost and quality problems of educational institutions.
Information technology has brought more effective ways of education delivery to students which is
referred to as e-learning [2]. Serious issues concerning cost reduction and efficiency invited many
higher learning institutions to venture into e-learning [3]. E-learning as one of IT applications has
been integrated with university programs long time ago [4].
Recently estimates have signified that organizations are devoting huge amount of money to e-learning
and other initiatives based on technology. Furthermore, up to 1.2 million students register for e-
learning based courses, with estimates suggesting that nearly 40 percent of courses in Malaysian
Universities are currently offered base on e-learning and many institutions had saved cost by merging
traditional course with e-learning innovations [5]
[5] Pointed out that e-learning courses still have deficiency which must be recognized. For instance,
many of online courses cannot motivate students for participation; in other word e-learning tend to be
isolating [6]. Hence it should not be surprising that most students prefer face to face courses and on
other side the e-learning have high rates of dropout [6]. Consequently, by considering organizations
which concentrate on e-learning methods, understanding how to overcome this limitation is very
critical.
Despite many uncertainties which occurred throughout the process, many higher institution still
venture into e-learning based courses not minding the critical area that need attention. These
ambiguities make it so difficult for e-learning administrators to focus only on the effective factors.
And therefore complete understanding of those effective factors of e-learning is needed.

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A good way of overcoming these uncertainties is to recognize those effective and critical factors in e-
learning which are referred to as Critical Success Factors. Critical Success Factors (CSF) entitles
something which must be implemented if organization wants to be success. These factors should be
controllable and measurable and also few in number [7].
The objective of this study therefore is to examine the CSF of e-learning as perceived by students.
The research considers grouping each category of CSF criticality using confirmatory factor model.
The article is organized as follows. Section 2 covers the definition of relevant terms and presents a
review of related work. Section 3 presents the research design and methodologies adopted. Section 4
summarizes the research findings by presenting the result and discussion. Section 5 concludes the
paper with the conclusion of future work.

II. E-LEARNING
Electronic learning or e-learning comprises of all form of electronically based learning or teaching,
information and communication either networked or not in as much as they serve as media to help
implement the teaching or learning process [3]. The term includes both in-class and out of class
learning through technology based media.
E-learning was given so many definition, and is viewed in many contexts, such as using technology
that are not physically within our boundary, open learning, distance learning, learning via internet
technologies like intranet and extranet [8]. E-learning is defined as the mode of delivery of
education/information via technologies like Television, CD ROM, internet, extranet, tape recorder,
satellite technologies and course wares [9]. Electronic learning is a recent phenomenon that challenge
the olden days bucket means of education delivery [10]. The traditional mode of delivery assume that
only the instructor is having the knowledge and ready to transfer to students as he wishes[10]. [11]
Suggest that e-learning is like web based learning. Recently, e-learning has evolved into a learning
approach widely adopted in academic institutions
The nature of growth and popularity of e-learning is evident from the increasing number of courses
offered online in education. The successful and sustained adoption of e-learning makes it necessary
for an effective combination of pedagogies, technologies and effective management of resources.
However, the effective implementation of e-learning requires an appropriate evaluation of the critical
success factors entwined among each of these facets. The lack of serious evaluation studies in e-
learning has been pointed out by many researchers [17].
The supreme idea behind e-learning is just to successfully achieved what is expected to learned. The
attainment technique can be students characteristics or technological. With regard to e-learning there
are critical factors which can include issues like technological, example of which is bandwidths and
general technology infrastructures [9]. A second factor of e-leraning is the student behavior toward
the contents in e-learning, like participation in discussion group, initiating a discussion. Student has to
take responsibility of his own learning face in e-learning and need to be motivated by the instructor to
actively participate in any discussion group.
[6] pointed out that the concept of e-learning, as seen by higher education ministry is a system for
gathering, storing and disseminating information for the purpose of communication in whatsoever
form. The first phase of e-learning project for most Malaysian higher education institutions (HEIs) is
the acquisition of sufficient IT infrastructure to enable them to offer an excellent e-learning platform
to students.
But for the purpose of this study the researcher define electronic learning as computer and network-
enabled delivery of skills and knowledge or education through either internet, extranet or intranet
means.
2.1 Critical Success Factors of E-Learning
Literature in the field of e-learning has classified the critical success factors of e-learning into several
dimensions such as instructor characteristics, student characteristics, ICT, institutional support and
others [12]; [6]; [2]. Critical success factors are those areas that must be critically taken care of if for
any organization to be successful [13].

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The first phase of e-learning CSFs project for most Malaysian higher education institutions (HEIs) is
the acquisition of sufficient IT infrastructure to enable them to offer an excellent e-learning platform
to students. Thus, the infrastructure for e-learning has become one of the attractions used by HEIs to
compete in attracting students to enroll in their programs. [12] Proposed three main critical success
factors which are technology which includes interface design and nature of navigation simplicity,
instructor attitudes toward student which includes level of motivation and finally previous knowledge
of such technologies by the student.
There are a lot of researches in the area of e-learning but only small number of them addresses the
critical area in the field [2]. [14] pointed out that some critical factors in e-learning environment
involved e-learning causes contents, e-learning maintenance, e-learning sustainability, e-learning
platform and measuring the success of the e-learning implementation. [15] Pointed out that the main
critical success factors of e-learning are: instructor’s attitude toward students, student’s characteristics
toward e-learning and technical competency.
And finally [17], concludes that e-leaning critical succeed factors are: information technology
infrastructures like interface design, simplicity of navigation of the course contents, students attitudes
toward e-leaning like participations in discussion group, collaborations, ability to initiate new
discussion topic and finally instructor attitudes toward students.
Critical Success Factors (CSFs) are viewed as those activities and constituents that must be addressed
in order to ensure successful competitive performance for the individual, department, or organization.
CSFs should be measurable, controllable, and few in number [19].
Factors like technology, curriculum content, human resources, teaching methods, standards, literacy,
communications systems, trainers and learners, environment and culture are among factors that might
hinders successful e-learning[20].
A lot of studies done in the area of CSFs have produced different sets of factors. Hence, there is no
general agreement on which set of factors is the key to success in e-learning implementation this
might be due to differences in sampling technique and sometime selecting appropriate respondent
[21].
All the researchers above consider all the critical factors and examine their level of criticality. It is
therefore difficult refine the result since the scope is too wide considering student, instructor and e-
learning managers. The data they have collected could not be ascertained sine the nature of instrument
requires for student perception is different than that of instructors.
This research concentrates only on technology and student factor. As these factors are directly
connected to students, the researcher as such narrows the scope to student perception. Therefore, the
objective of this study is to examine the critical success factors in e-learning acceptance by university
from students’ perspective. The study aims at determining the e-learning critical success factors using
the exploratory factory analysis approach.

III. METHODS
This section is aim at giving the details of methodology employ for this research. Under the section
there are 2 items; data collection procedures which comprises of process of selecting respondents and
their descriptive statistics, instruments used for collection of data: which describe the questionnaire
development and categorizing the CSFs according to their application.

3.1 Data Collection Procedures

The data for this study were gathered by means of a survey questionnaire administered to 850
Undergraduate students during the 2010/2011 session. The survey instructed students to provide
feedback about their experiences with the e-learning system. The survey targeted first year, second
year and third year students at the Faculty of Computer Science and Information Systems (FSKSM)
and 450 responses were achieved, giving a 53% response rate. Respondents were majority female
(56.6%) compared to male (43.4%). By age, respondents were grouped into 16 to 19 (64.2%), 20 to
22 (31.6%), 23 to 25 (2.2%). In terms of students’ level, first year student level is represented by
26.4%, second year student level is represented by 58.7%, and third year student level is represented

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by 14.9%. More detailed descriptive statistics about the respondents’ characteristics are shown in
Table 1 Analysis was performed based on using the SPSS statistical software
Table1. Descriptive Statistics of Respondents’ Characteristics
Items Value Frequency (n) Percentage (%)
Gender Male 200 43.4
Female 250 56.6
Age 16-19 289 64.2
20-23 142 31.6
24-26 19 2.2
Student Level First year 119 26.4
Second year 264 58.7
Third year 67 14.9

3.2.Instruments
A questionnaire was constructed using a 5-point scale and administered to collect the data for this
research: 1-Strongly Agree, 2- Agree, 3-Neutral, 4-Disagree, and 5-Strongly Disagree. This survey
instrument comprises of two parts, one for each e-learning CSF category (including information
technology and student characteristics) and the demographic characteristics section.
This study proposed two e-learning CSF categories which are technology and students characteristics.
So many instruments have been proposed by the previous researchers and prove to be good. Hence
there are a lot of indicators available to measure e-learning critical success factors base on student’s
perception
Thirteen indicators were adopted from [2] and [12] to measure the reliability and richness of
information technology (see appendix for the indicators details). Eight of the indicators (TECH1 to
TECH13) ware adopted from [12]. These eight indicators take into considerations the user interface of
the e-learning, the ease of access and navigation of the course contents, availability and reliability of
the campus internet accessibility. While the last five indicators (TECH9-TECH13) ware adopted from
[2] which measure the general reliability of the technology infrastructure, computer networks access,
and students-instructor communication.
Twenty three components indicators (STD1-STD23) ware used to measure the students characteristics
toward the e-learning (see appendix for the indicators details). The first ten indicators (STD1-STD10)
measure the students computing competency and the previous use of technology measured student’s
mindset about e-learning. Whereas the next six indicators (STD11-STD16) measure the student’s
level of collaborations activities like student-instructor and student-student collaboration. First fifteen
indicators ware adopted from [14]. Additional seven indicators were also adopted from [2] to take
care of e-learning contents effectiveness. Table2 below shows the details values of means and
deviations of each indicator of the two construct.
Table2. Means and deviation of e-learning SCFs indicators
Construct Item Means Standard deviation
(SD)
Technology TECH1 2.53 1.08
(TECH) TECH2 3.32 1.05
TECH3 2.74 0.99
TECH4 2.41 0.94
TECH5 2.61 0.95
TECH6 2.54 0.88
TECH7 2.86 0.96
TECH8 2.97 0.97
TECH9 2.44 0.98
TECH10 2.42 0.96
TECH11 2.78 0.94
TECH12 2.69 0.96
TECH13 2.52 0.98
Student (STD) STD1 2.57 0.88
STD2 2.56 0.86

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STD3 2.46 0.93
STD4 2.76 0.95
STD5 2.47 0.89
STD6 2.48 0.84
STD7 2.56 0.95
STD8 2.61 0.01
STD9 2.70 0.93
STD10 2.45 0.92
STD11 0.00 0.00
STD12 2.61 0.83
STD13 2.55 0.87
STD14 2.44 0.89
STD15 2.49 0.92
STD16 2.57 0.91
STD17 2.44 0.93
STD18 2.66 0.83
STD19 2.48 0.96
STD20 2.56 0.89
STD21 2.48 0.91
STD22 2.64 0.84
STD23 2.58 0.87

IV. RESULT AND DISCUSSION

To analyze each of the CSFs categories, the researcher employ the use of exploratory factor analysis.
Technology and students characteristics are the two CSFs to examine using this technique. The factor
analysis was at the same time used to determine the validity of each e-learning SCF. LISREL version
8.52 was used to develop the polychoric correlation used in generating the factor loadings.
Table 3. Factor loading
TECH STD-COMP STD-COLL STD-CONT
TECH1 0.88
TECH2 0.79
TECH3 0.91
TECH4 0.77
TECH5 0.73
TECH6 0.78
TECH7 0.68
TECH8 0.59
TECH9 0.84
TECH10 0.76
TECH11 0.70
TECH12 0.72
TECH13 0.58

STD1 0.88
STD2 0.76
STD3 0.73
STD4 0.59
STD5 0.76
STD6 0.79
STD7 0.58
STD8 0.77
STD9 0.91
STD10 0.85

STD12 0.83
STD13 0.90

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STD14 0.85
STD15 0.78
STD16 0.94

STD17 0.71
STD18 0.74
STD19 0.66
STD20 0.68
STD21 0.73
STD22 0.81
STD23 0.59

From table 3 above the 13 indicators ware proposed to measure the critical success factors for
technology (TECH1-TECH13). These indicators includes: on-campus access to internet, level of
satisfaction of the browsing speed, interface design of the website, level of interactivity available in
the website, and the overall efficiency of information technology infrastructure. All the constructs
have a factor loading value ≥0.65 which indicates a good correlation with the indicators.
The browsing speed with the highest value of factor loading of 0.91 indicates more criticality in the
list of critical success factors. This is follow by on campus access to internet (TECH1) with a factor
loading value of 0.88 which is having a high correlation as well. This indicates that the reliable
internet access in the campus is a critical success factor for e-learning and therefore has to be given
due consideration by the management.
For the students characteristics factor consisting of 23 indicators, three factors immerged which
includes: students computing competency (STD-COMP) which consist of ten indicators from
STD1-STD10. All these attributes are concerned with student’s ability to use computer and use
associated technology with the computer. These include participation in discussion group and using
software and applications related to e-learning. All the 10 indicators loading indicates high correlation
of ≥6 with STD 9 having the highest correlation loading of 0.91 indicating highest level of criticality
among the first ten indicators of students characteristics.
The second factor in the student characteristics is collaboration activities (STD-COLL) which consist
of five indicators from STD12-STD16 all the indicators are concern with students collaborations
activities, these includes students-teacher collaborations and students-students collaborations. STD11
was dropped because it did not load any critical factor. Participations in discussion groups and
initiating a discussion or following the discussion are the main attributes of this factor. All the five
indicators show a good loading of ≥0.65 which indicates high validity of the factors. SDT16 is having
highest loading value of 0.94 and therefore for the instructor to participate actively in the discussion
group is very critical factor in e-learning.
The last factor in this students group is students contents (SDT-CONT) consisting of seven indicators
STD17-STD23. These indicators are connected with contents of the e-learning this includes the
simplicity to navigate through the website content and the availability of the courses materials in the
e-learning on timely manner. The factors loading ware≥0.65 indicating good fit and high correlation.
SDT22 which stand for placing the cause materials on-line on timely manner is having highest factor
loading of 0.81. This indicates the level of criticality of placing the cause content in e-learning
website on timely manner.
Based on Table 3 and the result discussed the researcher arrived at the summarized major critical
success factors for both the technology and student characteristics factors and tabulated below.
Table4. Summary of most critical factors
Factors Most critical Description Factor
factors loading
Technology (TECH) TECH3 Internet browsing speed 0.90
Student computing STD9 Learning by participation 0.91
Student collaboration STD16 Instructor participation in discussion group 0.94
Student content STD22 Placing course material in e-learning 0.81
website on timely manner

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From table 4, the most critical success factor for technology factor is TECH3 which stand for internet
browsing speed. The factor has the highest loading of 0.90 among all the 13 indicators for Technology
factor. This is follow by TECH1 which is the availability of campus internet access with factor
loading of 0.81. The 2 indicators are therefore most critical success factor for technology. While for
student factor there are 3 sub-categories; student computing competency (STD-COMP), student
collaboration (STD-COLL) and student content (STD-CONT0.
For student computing STD9 which is student learning by participation is most critical with highest
factor loading of 0.91, and for student collaboration STD16 which is instructor’s participation in
discussion group is most critical with loading of 0.94. Lastly for student content, STD22 has the
highest factor loading of 0.81 indicating the high level of criticality in that category. It is therefore
recommended that the University authority has to pay special attention to these critical factors in the
above table in order to improve the effectiveness of the e-learning.
Table5. Instrument reliability
CSF Cronbach Alpha Variance extracted
Technology (TECH) 0.96 0.82
Student computing competency (STD-COMP) 0.97 0.78
Student Collaboration (STD-COLL) 0.90 0.81
Student content (STD-CONT) 0.95 0.83

The e-learning critical succeed factors instrument`s reliability was measured by using Cronbach alpha
as shown in table 5 above. The table shows the values of Cronbach alpha and variance extracted for
the four critical factors immersed from the factor analysis. As suggested by Anderson & Black, 1998
the accepted value of all Cronbach alpha should be ≥0.70. As shown in table 5, all factors have high
degree of consistency of ≥0.86. The reliability is acceptable based on Anderson & Black suggestion.
The average variance extracted is within the acceptable limit of ≥0.5, considering that all the
variances are above the accepted limit of ≥0.5.

V. CONCLUSION AND FUTURE WORK

Today many universities decide to take advantages of e-learning for the delivery of education. E-
learning is becoming more and more accepted paradigm across many institutions of higher learning. A
details investigation of critical success factors (CSFs) which influence the student’s perspective is
important as many higher educational institutions endeavor to attract and retain students to adopt e-
learning courses or programs. This study focused on the critical factors affecting e-learning from the
students’ perspective and evaluated the critical level of two CSF categories: technological and
student’s characteristics. A sample of 450 Undergraduate students was surveyed to examine and
measure the proposed e-learning CSFs.
From the technology point of view, 13 indicators ware examined. The result indicates that browsing
speed of the internet is most critical success factor according to students having highest factor loading
of 0.91 followed by campus internet access reliability with factor loading of 0.88. The Cronbach alpha
and variance extracted are 0.96 and 0.86 respectively which are all much reliable and accepted values.
This criticality level call for the urgent need for the University authority to look into the issue of
internet access in all the campuses of the University, and also the speed of the internet. This can be
achieved by upgrading the bandwidth package and improving the infrastructure of the information
technology.
The second factor which is student’s characteristics is sub-categories into three namely: student’s
computer competency, student’s collaborations activities and student’s contents. All the three sub
categories ware having a good fit and high factor loading of ≥0.65 which are therefore valid and
accepted. They all have value of croncha alpha of ≥0.70 which indicate good fit. In the first categories
that is the students computing competency, SDT9 which is learning by construction, participation and
contribution is the most critical having the factor loading value of 0.91.
It is therefore suggested that the lectures taking e-learning based courses must make sure to place all
the relevant material in e-learning as timely as possible. So that the students taking such courses can
always be rest assure to access all the courses as at when needed.

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This study is limited to understanding the students’ perceptions, there is need therefore to broaden the
scope and examine the instructor’s perception as well.
ACKNOWLEDGEMENT
My profound appreciation goes to my lectures in Information Systems Department for
guiding me throughout this research.

APPENDIX: E-learning CSFs instrument

Technology factor (TECH)
TECH1 Easy on-campus access to the Internet
TECH2 Did not experience problems while browsing
TECH3 Browsing speed was satisfactory
TECH4 Overall, the website was easy to use
TECH5 Information was well structured/presented
TECH6 I found the screen design pleasant
TECH7 I could interact with classmates through the web
TECH8 I could easily contact the instructor
TECH9 I can use any PC at the university using the same account and password
TECH10 I can use the computer labs for practicing
TECH11 I can rely on the computer network
TECH12 I can register courses on-line using Banner
TECH13 Overall, the information technology infrastructure is efficient

Student factor (STD)

STD1 The e-learning encourages me search for more facts than the traditional method
STD2 The e-learning encourages me to participate more actively in the discussion
STD3 I enjoy using personal computer
STD4 I use the personal computers for work and play
STD5 I was comfortable with using the PC and software applications before now
STD6 My previous experience helped me in The e-learning based courses
STD7 I am not intimidated by using the e-learning based courses
STD8 I learn best by absorption (sit still and absorb)
STD9 I learn best by construction (by participation and contribution
STD10 I learn better by construction than absorption
STD11 do not read / participate in the discussion group
STD12 I only read messages in the discussion group
STD13 I do read as well as participate in the discussion group
STD14 The instructor initiated most of the discussion
STD15 The students initiated most of the discussion
STD16 The instructor participated actively in the discussion
APPENDIX (continued)
STD17 I found the instructions on using the e-learning component to be clear enough
STD18 I found the course content to be sufficient and related to the subject
STD19 It was easy to understand the structure of the e-learning components
STD20 It was easy to navigate through the Blackboard/course web
STD22 The e-learning components was available all the time
STD22 The course materials were placed on-line in a timely manner
STD23 I perceive the design of the e-learning components to be good

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Authors

Mahdi Alhaji Musa is currently a Master Student of Information Technology-Management at

Faculty of Computer Science and Information System, Universiti Teknologi Malaysia. Mahdi
holds B.Eng. in Electrical Engineering from Bayero University Kano, Nigeria. His main
research interests are E-learning, M-learning, Innovative Solutions for "knowledge-based"
Information Systems that span several areas applying ontology and Knowledge management for
interoperating Information Systems, Computer Networks, IPV6.

Mohd Shahizan Othman received his BSc in Computer Science with Specialization in
Information Systems from Universiti Teknologi Malaysia Malaysia, in 1998. Then he proceeds
to Universiti Kebangsaan Malaysia (UKM) where he obtained his Msc in Information
Technology. Shahizan holds a PhD from UKM in Web Information Extract Information
Retrieval and Machine Learning. He is currently a senior lecturer at the Faculty of Computer
Science and Information Systems, UTM. His research interests are Information extraction,
Information retrieval on the web, web data mining, content management and machine learning.

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