The effectiveness of e-learning depends on technological support, institutional
culture, staff development and students’ receptivity and learning behaviours. Learners
expect online interactivity. Successful online delivery requires shifts, both in
understanding and behaviours, for the change in pedagogical curriculum
development. This paper proposes a research framework to investigate the current elearning
diffusion in construction-related programmes in UK’s higher education and
the effect of organisational (and/or national) culture on students’ learning behaviours
and e-learning effectiveness
