A STUDY TO ADDRESS THE BARRIERS AFFECTING THE IMPLEMENTATION OF E-LEARNING IN HIGHER EDUCATION

Abstract

In the field of higher education, e-learning is currently a boom for both instructors and learners because it provides online access to learning resources and uses information technologies that can make learning independent for learners, either by location or time constraints. E-learning is becoming the new style of instruction that allows students to understand the issues they face during online classes. This study aims to employ a qualitative approach to examine the barriers that affect learners' intentions of using e-learning services. Although increasing evidence indicates e-learning is as successful as conventional educational approaches. There is a need for information on how, where, and in what ways e-learning increases for both instructors and learners. The aim of the study is to establish and evaluate the barriers influencing e-learning implementation in higher education. For this study, articles regarding e-learning and higher educational institutions with the keywords, e-learning, higher education, and barriers in different online databases, such as Scopus, Web of Science, Springer Link, Elsevier, Taylor and Francis, from January 2014 to April 2023 were reviewed. All original full-text papers that met the standards were included in the study. The main criteria in this review to know about the implementation of e-learning and barriers to e-learning in the teaching and learning process in higher education which was student performance, learning outcomes, and infrastructure barriers. PRISMA criteria (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), which is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses were used for the selection of all the relevant articles published in various journals.