Factors affecting the effectiveness of e-learning: Phenomenological analysis of learner characteristics

Learners have been introduced as one of the main determinants of success and effectiveness in e-learning courses because the nature of e-learning is learnercentered and they are responsible for their own learning. Therefore, the aim of this study was to identify the learner characteristics that are effective in elearning. To this end, a qualitative research approach and a phenomenological strategy were adopted. Faculty members and instructors of e-learning courses in universities constituted the statistical population of this research. Participants were selected using criterion-based purposeful sampling method. Data was collected through semi-structured interviews until the twelfth interview in which theoretical saturation was achieved. The obtained data was analyzed first qualitatively through content analysis in the three stages of coding, subcategorizing, and categorizing. Based on the findings of the twelve interviews, 102 codes, 13 subcategories and six categories were found, including “The learner-centered in the e-learning process”; “learner interaction in the e-learning process”; “learner as assessor in the e-learning process”; “learner's Literacy”; “self-directed learner”; and “psychological characteristics of the learner”. According to the research findings, managers and planners of e-learning courses in universities should pay special attention to the role of the learner in the success and effectiveness of university e-learning courses.