The Usability of E-learning Platforms in Higher Education: A Systematic Mapping Study

The use of e-learning in higher education has increased significantly in recent years, which has led to several studies being conducted to investigate the usability of the platforms that support it. A variety of different usability evaluation methods and attributes have been used, and it has therefore become important to start reviewing this work in a systematic way to determine how the field has developed in the last 15 years. This paper describes a systematic mapping study that performed searches on five electronic libraries to identify usability issues and methods that have been used to evaluate e-learning platforms. Sixty-one papers were selected and analysed, with the majority of studies using a simple research design reliant on questionnaires. The usability attributes measured were mostly related to effectiveness, satisfaction, efficiency, and perceived ease of use. Furthermore, several research gaps have been identified and recommendations have been made for further work in the area of the usability of online learning

A Review of the critical success factors of implementing e-Learning in higher education

E-Learning in higher education has changed the way of how teaching and learning are conducted, and this has also created new learning opportunities for both on and off campus education. To implement e-learning in higher education institutions successfully, many factors need to be examined. The scope of the subject of e-learning discussed in this paper is limited to internet-based learning, which includes networked learning, distance learning, and online learning. The main purpose of this paper is to review past research in the domain of e-learning in order to identify the Critical Success Factors (CSF) that can affect the successful implementation of e-learning in higher education. This paper will summarize and present eight important CSFs commonly found which are educational technology, computing experience, attitude, social influence, course development, language, teaching and learning styles and demography of the students