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Abstract Between 2008 and 2010, Lund University took part in three international benchmarking projects, E‐xcellence+ , the eLearning Benchmarking Exercise 2009 , and the First Dual‐Mode Distance Learning Benchmarking Club . A comparison of these models revealed a rather high level of correspondence. From this finding and from desktop studies of the current discourse regarding e‐learning, a conceptual framework for e‐learning has emerged based on a range of critical success factors. This model could be used as a foundation for future e‐learning and as an inspiration to develop, implement, evaluate, and internalize e‐learning. It shows that various aspects of accessibility, flexibility, interactiveness, personalization, and productivity should be embedded in all levels of management and services within the field of e‐learning in higher education. To meet students' expectations, demands, and rights, these critical issues should be taken into account from a holistic perspective with transparency and innovation in mind. Therefore, successful e‐learning requires change from an organizational as well as a pedagogical perspective. One conclusion from this study is that a revolution is on the way and that learning will be reoriented along paradigms of collaboration and networking. Globalization, sustainability, and lifelong learning will be some of the leading concepts in this process.
Ossiannilsson et al. (Mon,) studied this question.