Summary 

Key Findings

The key findings of this annotated bibliography are:

• Teaching practices and pedagogies, institutional support and student characteristics and attitudes are all critical in tertiary learners’ retention and success in e-learning.  Of particular importance are appropriate teacher-student interactions.  Courses need to be designed to incorporate e-learning’s strengths.  This includes selecting appropriate technology and ensuring that e-learning is linked to assessments and authentic learning experiences.
• For best results, institutions need to provide ‘user-friendly’ systems, processes and appropriate pastoral and technical support.  Students also need motivation, self-direction and independence as well as having prior experience in e-learning.  Students with positive attitudes towards technology tend to do better in e-learning than learners with negative attitudes towards technology.  
• E-learning provides additional flexibility to traditional delivery by allowing students to study at a time, place and pace of their choosing.  E-learning can also reduce isolation by better connecting learners to their peers, teachers and institutions – especially for learners studying part-time or through distance education.
• E-learning can provide greater access to a wider range of resources and experts than is available through traditional delivery.  The fact that all students can equally access these experts and resources is of benefit to non-mainstream learner groups e.g. disabled students.  
• The evidence supporting younger learners being more successful than their older peers in e-learning is inconclusive.  While some studies support the assertion that younger learners are more effective in e-learning, others do not.