The recent revolution in information and communication technologies has changed the ways people carry out their day to day activities. Education is one of the fields that has been largely influenced by this revolution. The majority of academic institutions have integrated Electronic Learning either as part or as their full approach to learning delivery. Governments around the world have invested significant resources to integrate the new media in their education systems.
Despite these investments and commitment from these institutions, many of the new e-learning systems tend to fail. This has motivated researchers to investigate suitable approaches to overcome these failures. One of the well-known approaches is to identify what so known as Critical Success Factors (CSFs) which are those factors and areas of interests that can potentially have higher impact on the success, or failure, of an e-learning system. This approach has been widely applied areas around the globe and from different perspectives of e-learning systems stakeholders. However, when considering Saudi Arabia as one of the leading countries in Middle East in adopting e-learning base education, very limited research was found in the literature to identify e-learning systems CSFs. This is despite the extensive resources the government invested in encouraging the Saudi institutions to adopt e-learning. In particular, there is a lack of investigative academic research that considers the perspectives of the different e-learning stakeholders in a Saudi context.
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