1. Critical Success Factor and Effective
Pedagogy for E-Learning
Mr.T.Saravanan
Asst. Professor, AR School of Business, Dindigul, Tamilnadu, India.
Founder – CEO, Esvel management Solutions, Chennai
Ms.P.Meenakshi
Lecturer, Thiyagarajar Arts College, Madurai, Tamilnadu, India.
Indian Institute of Management – Raipur,
Chhattisgarh

2. Content
•Abstract
•Introduction
•Literature Review
•Objective and Scope of the
study
•Critical success factors of E-
Learning
•Effective Pedagogy Planning
Process of E-Learning
•Benefits of Pedagogy E-
Learning
•Conclusion

3. ABSTRACT
▪ In the growing world, new
inventions and technologies are
being introduced which has also
brought great transformation in
the life style of the people.
▪ The new inventions and
technologies also has eased
many people’s life especially E-
learning has brought them to
the main stream in practicing of
educating students, training
workforce and sharing
knowledge.
INTRODUCTION
• E-learning, one of the tools
emerged from information
technology, has been integrated
in many university programs.
• There are several factors that
need to be considered while
developing or implementing
university curriculums that e-
learning based courses.
• This paper is intended to specify
e-learning critical success
factors (CSFs) and effective
pedagogy for e-learning.

4. LITERATURE REVIEW
•E-learning is one of the new learning trends that
challenge the traditional “bucket theory” or the banking
concept of education (Freire, 1994).
•Information technology in teaching and learning has
created a need to transform how university students
learn by using more modern, ancient and selective
alternative such as e-learning.

5. OBJECTIVES OF
THE STUDY
▪ To identify critical success
factors and effective pedagogy
teaching and learning practices
for e-learning in education.
▪ To provide some background
on the issues involved in e-
learning that is useful to
interested educators.
▪ To specify the critical success
factors of e-learning
acceptance by students.
SCOPE OFTHE
STUDY
• E-learning is where initiative
and implemented by the
faculties and college.
• The teaching team and
individual teachers, who have
some scope to plan their
courses and their day-to-day
teaching practices in order to
make more or less use of e-
learning possibilities.

6. QUALITY IN E-LEARNING
Richards (2002:31) argues that "a distinction must
be made between what may be referred to as an add-on
model of e- learning and a more integrated approach
which goes beyond a mere transmission or delivery of
content to promote more interactive and effective
learning“
While the first e-learning models emphasized the
role of the technology in providing content (information),
delivery (access) and electronic services, more recent
models focus on pedagogical issues such as online
instructional design and the creation of online learning
communities.

7. E-LEARNING AND THIS ENVIRONMENT
IN 2010
•Learners and Teachers are using a mixture of
institutionally-provided and user-owned technologies
•Technology rich physical and online learning
•A wide range of learning resources
•widespread deployment by institutions of flexible
technical infrastructures decision makers are making
realistic and effective choices about the deployment of
proprietary and/or open source software

8. CRITICAL SUCCESS FACTOR OF
LEARNING
In the growth and experimentation phase of e-
learning in the 1990s, universities, public and corporate
institutions, incited by technology learning management
system vendors, based their e-learning initiatives on an
e-learning model comprising three elements: service to
the customer (learner), content and technology.

9. CROSS CUTTING THEMES
•The three thematic areas are,
•Strategy and Policy
•Learning andTeaching practice
•Technology and Standards

10. EFFECTIVE PEDAGOGY PLANNING
PROCESS OF E-LEARNING
•The first step is to completely analyze the current
situation as it pertains to the capacity to launch and
sustain e-learning.
•The next step in the effective pedagogy planning
process is a series of analyses (external and internal
environments, benchmarking and gap analyses) using
different models.
•On the basis of the analyses, specific strategic
recommendation can be made and a plan of action
implemented to achieve the vision.

11. BENEFITS OF PEDAGOGY E-
LEARNING
• Practitioners will be developing the confidence and
skills
• Institutions will be using e-learning as an integral part
of their approach to widening participation
• There will be effective and responsive e-learning
policies, systems and structures in place at local,
regional and national level
• All participants in the learning/teaching process will
have easy access to appropriate, high-quality learning
materials

12. CONCLUSION
• There is, a very little systematic research of e-learning
programmes. It is clear that there is now a strong
possibly via e-learning programmes that are currently
available While this could be due to unfamiliarity and
affordability issues,
• e-learning may not be appropriate for learners.
Critical success factors, as described above, are
essentially tools for planning the context and input for
learning which have been generated intuitively on the
basis of experience.