Critical success factors for e-learning in Higher Education: an emancipatory and critical research approach.

For e-Learning to be successful, it is simply not enough that the courses are well designed, that the module delivery adopts appropriate pedagogical approaches, that tutors are well versed in their subject matter areas and are able to facilitate online courses. The intricacy of the various interest groups involved in this process has prompted this investigation into critical success factors for e-Learning. This holistic investigation seeks investigate the whole range of issues that might impact on the success of e-Learning and the key research question to be addressed is 'What are the underlying Critical Success Factors (CSFs) required to support the design, development, implementation and management of e-Learning in HE institutions?' In the context of this research, a compelling justification for adopting a more interpretivist approach is that it is often neither possible nor desirable to engage in research that is purely based on quantification when investigating attributes such as A‚• attitudes, beliefs or judgements. In the context of this research, the goal was to allow the e-Learning CSFs to emerge from the evaluation of factors in the limited sphere of five high level categories, rather than placing a wider focus on the key performance indicators of HE programme provision in its entirety. By adopting a critical research approach, it was possible to elicit views from participants attending a number of international conference workshops in an environment away from their day to day work. The data was collected through focus groups at international workshops and was analysed through thematic analysis using a process of isolating and selectively coding similarities and differences of key issues within a particular aspect of e-Learning as identified by participants emerging from their own professional practice.