ABSTRACT Background Although researchers have conducted research on the issues of e‐learning, the current body of literature lacks a universally accepted framework. The existing body of research in this field exhibits a fragmented state of knowledge, as shown by the abundance of scattered and disconnected studies within the literature. These studies neither make substantial progress in theoretical development nor provide meaningful contributions to practical applications. Objectives The overall objective of this research is to provide an integrated view of the body of knowledge of e‐learning challenges in higher education. Based on this objective, it is aimed to: (1) investigate the descriptive aspects of the existing research on e‐learning challenges, (2) clarify important themes pertaining to challenges and identify knowledge gaps in the examined literature of e‐learning and (3) propose a conceptual framework that would set the direction for future studies. Methods A systematic literature review (SLR) is conducted to perform a comprehensive evaluation, compile the findings from prior research on e‐learning challenges in higher education, and synthesise them. TIPEC model served as the basis of the content analysis conducted in the present study. Results and Conclusion The challenges resulting from the analysis of 48 publications are categorised into the TIPEC model, which is refined and evolved into a matrix format considering the stakeholders of e‐learning. This matrix framework, formed based on categories and sub‐categories, allows the definition of each sub‐category to be made more broadly and clearly in terms of learner, instructor, institution, country, and generic. In this respect, a more inclusive and detailed theoretical framework of e‐learning challenges is developed and posed. Findings unveil 72 sub‐elements, 28 sub‐categories, and four categories of challenges, namely pertaining to ‘Technology’, ‘Individual’, ‘Pedagogy’, and ‘Enabling Conditions’. ‘Interactivity ( f = 59)’, ‘technological infrastructure ( f = 56)’, and ‘system design/development ( f = 48)’ as well as ‘motivation ( f = 48)’ are the sub‐categories of challenges that are mostly experienced.
Demirel et al. (Tue,) studied this question.