Table II Categorization of CSF...

Table II

Categorization of CSF

Influential factors identified by Schweighofer and Ebner (2015)	Discussed CSF
Acceptance aspects (technology acceptance) (identified in 36 articles)	(1) utilization (Henrich and Sieber, 2009), (2) perceived usefulness and ease of use (Joo et al., 2011), (3) students like the innovation, (4) innovation is easy for students to use, (5) innovation is easy for teachers to use (McGill et al., 2014), (6) perceived usefulness, (7) perceived ease of use (Sun et al., 2008)
Business aspects (benefits, organizational influences, cost reduction, difficulties, effectiveness, value, ethics, quality assurance) (identified in 38 articles)	(1) information quality (Alsabawy et al., 2016), (2) executive commitment, (3) financial health, (4) legal and regulatory requirements (Frydenberg, 2002), (5) management supports e-learning, (6) technology is inexpensive (McGill et al., 2014), (7) institutional success factors (e.g. needs) (Stacey and Gerbie, 2008), (8) e-learning course quality (Sun et al., 2008)
Cognitive aspects (cognition, attention) (identified in 39 articles)	(1) cognitive presence (Joo et al., 2011)
Course-related aspects (delivery mode, relevance, purpose, provided time, teaching discipline, course design) (identified in 13 articles)	(1) lecturer modeling of the pedagogical use of the tools (Cochrane, 2010), (2) design and development, (3) program delivery, (4) program evaluation (Frydenberg, 2002), (5) concept, (6) maintenance (Henrich and Sieber, 2009), (7) e-learning course content and structure (Selim, 2007), (8) pedagogic considerations (e.g. course design) (Stacey and Gerbie, 2008), (9) diversity in assessments, (10) e-learning course ﬂexibility, (11) e-learning course quality (Sun et al., 2008)
Demographic differences (age, gender differences, students’ background, socioeconomic status, cultural background, ethnical background) (identified in 27 articles)	–
Influence from prior knowledge and experience (experience, knowledge level, digital competence) (identified in 39 articles)	(1) student motivation and technical competency (Selim, 2007), (2) the instructors’ and students’ technical competency (Soong et al., 2001)
Instruction aspects (instructions effectiveness, instructional strategies, instructional design, instruction influence) (identified in 20 articles)	(1) instruction and instructor services (Frydenberg, 2002)
Learners’ learning aspects (adaptive learning, approaches, behavior, learning strategy, goal orientation, out-of-school learning resources, learning process, participation, interaction) (identified in 102 articles)	(1) possibilities of interaction (Chen et al., 2013), (2) participation (Henrich and Sieber, 2009), (3) student interactive collaboration (Selim, 2007), (4) success factors regarding students (e.g. readiness, expectations) (Stacey and Gerbie, 2008)
Learners’ requirements (identity issues, learners’ readiness, learners’ preferences) (identified in 24 articles)	(1) success factors regarding students (e.g. readiness, expectations) (Stacey and Gerbie, 2008)
Learning success (learning outcomes, learning effectiveness, learning reflection, learning efficiency) (identified in 186 articles)	(1) innovation improves student learning (McGill et al., 2014)
Mind-set and feelings before TEL (conceptions, expectations, beliefs) (identified in 23 articles)	(1) perceived usefulness and ease of use (Joo et al., 2011), (2) the instructors’ and students’ mind-set (about learning) (Soong et al., 2001), (3) learner computer anxiety, (4) perceived usefulness, (5) perceived ease of use (Sun et al., 2008)
Mind-set and feelings during TEL (attitude, perceptions, perspectives, satisfaction, emotions) (identified in 102 articles)	(1) instructor’s attitude toward and control of the technology (Selim, 2007), (2) learner computer anxiety, (3) instructor attitude toward e-learning (Sun et al., 2008)
Motivational aspects (intention, engagement, motivation) (identified in 74 articles)	(1) student motivation and technical competency (Selim, 2007), (2) the level of collaboration intrinsic in the course (Soong et al., 2001)
Requirements on teachers (identified in 3 articles)	–
Self-regulation aspects (self-regulated learning, computer/internet self-efficacy) (identified in 36 articles)	(1) e-learning course ﬂexibility (Sun et al., 2008)
Social aspects (social competence) (identified in 4 articles)	(1) the level of collaboration intrinsic in the course (Soong et al., 2001)
Support processes (support, feedback) (identified in 27 articles)	(1) the need for regular formative feedback from lecturers to students (Cochrane, 2010), (2) student services (Frydenberg, 2002), (3) university support of e-learning activities (Selim, 2007)
Teachers’ teaching aspects (teachers’ self-reflection, teachers behavior, teaching style, teaching strategy, teaching performance) (identified in 12 articles)	(1) teaching presence (Joo et al., 2011), (2) innovation is consistent with approach to teaching (McGill et al., 2014), (3) instructor’s teaching style (Selim, 2007), (4) human factors pertaining to the instructors (Soong et al., 2001), (5) success factors regarding teachers (e.g. workload, fears) (Stacey and Gerbie, 2008)
Technical infrastructure aspects (accessibility, reliability, time of availability, available infrastructure, learning environment) (identified in 18 articles)	(1) IT infrastructure services, (2) system quality (Alsabawy et al., 2016), (3) system characteristics (Chen et al., 2013), (4) technological infrastructure (Frydenberg, 2002), (5) ease of on-campus internet access, (6) effectiveness of information technology infrastructure (Selim, 2007), (7) the level of perceived IT infrastructure and technical support (Soong et al., 2001)
Technology-related aspects (technology integration, technology usage) (identified in 30 articles)	(1) the appropriate choice of mobile devices and software to support the pedagogical model underlying the course, (2) the importance of the pedagogical integration of the technology into the course assessment (Cochrane, 2010), (3) creation (Henrich and Sieber, 2009), (4) technology is sufﬁciently mature/stable, (5) technology is up to date (McGill et al., 2014), (6) instructor’s attitude toward and control of the technology (Selim, 2007)

Influential factors identified by Schweighofer and Ebner (2015)	Discussed CSF
Acceptance aspects (technology acceptance) (identified in 36 articles)	(1) utilization (Henrich and Sieber, 2009), (2) perceived usefulness and ease of use (Joo et al., 2011), (3) students like the innovation, (4) innovation is easy for students to use, (5) innovation is easy for teachers to use (McGill et al., 2014), (6) perceived usefulness, (7) perceived ease of use (Sun et al., 2008)
Business aspects (benefits, organizational influences, cost reduction, difficulties, effectiveness, value, ethics, quality assurance) (identified in 38 articles)	(1) information quality (Alsabawy et al., 2016), (2) executive commitment, (3) financial health, (4) legal and regulatory requirements (Frydenberg, 2002), (5) management supports e-learning, (6) technology is inexpensive (McGill et al., 2014), (7) institutional success factors (e.g. needs) (Stacey and Gerbie, 2008), (8) e-learning course quality (Sun et al., 2008)
Cognitive aspects (cognition, attention) (identified in 39 articles)	(1) cognitive presence (Joo et al., 2011)
Course-related aspects (delivery mode, relevance, purpose, provided time, teaching discipline, course design) (identified in 13 articles)	(1) lecturer modeling of the pedagogical use of the tools (Cochrane, 2010), (2) design and development, (3) program delivery, (4) program evaluation (Frydenberg, 2002), (5) concept, (6) maintenance (Henrich and Sieber, 2009), (7) e-learning course content and structure (Selim, 2007), (8) pedagogic considerations (e.g. course design) (Stacey and Gerbie, 2008), (9) diversity in assessments, (10) e-learning course ﬂexibility, (11) e-learning course quality (Sun et al., 2008)
Demographic differences (age, gender differences, students’ background, socioeconomic status, cultural background, ethnical background) (identified in 27 articles)	–
Influence from prior knowledge and experience (experience, knowledge level, digital competence) (identified in 39 articles)	(1) student motivation and technical competency (Selim, 2007), (2) the instructors’ and students’ technical competency (Soong et al., 2001)
Instruction aspects (instructions effectiveness, instructional strategies, instructional design, instruction influence) (identified in 20 articles)	(1) instruction and instructor services (Frydenberg, 2002)
Learners’ learning aspects (adaptive learning, approaches, behavior, learning strategy, goal orientation, out-of-school learning resources, learning process, participation, interaction) (identified in 102 articles)	(1) possibilities of interaction (Chen et al., 2013), (2) participation (Henrich and Sieber, 2009), (3) student interactive collaboration (Selim, 2007), (4) success factors regarding students (e.g. readiness, expectations) (Stacey and Gerbie, 2008)
Learners’ requirements (identity issues, learners’ readiness, learners’ preferences) (identified in 24 articles)	(1) success factors regarding students (e.g. readiness, expectations) (Stacey and Gerbie, 2008)
Learning success (learning outcomes, learning effectiveness, learning reflection, learning efficiency) (identified in 186 articles)	(1) innovation improves student learning (McGill et al., 2014)
Mind-set and feelings before TEL (conceptions, expectations, beliefs) (identified in 23 articles)	(1) perceived usefulness and ease of use (Joo et al., 2011), (2) the instructors’ and students’ mind-set (about learning) (Soong et al., 2001), (3) learner computer anxiety, (4) perceived usefulness, (5) perceived ease of use (Sun et al., 2008)
Mind-set and feelings during TEL (attitude, perceptions, perspectives, satisfaction, emotions) (identified in 102 articles)	(1) instructor’s attitude toward and control of the technology (Selim, 2007), (2) learner computer anxiety, (3) instructor attitude toward e-learning (Sun et al., 2008)
Motivational aspects (intention, engagement, motivation) (identified in 74 articles)	(1) student motivation and technical competency (Selim, 2007), (2) the level of collaboration intrinsic in the course (Soong et al., 2001)
Requirements on teachers (identified in 3 articles)	–
Self-regulation aspects (self-regulated learning, computer/internet self-efficacy) (identified in 36 articles)	(1) e-learning course ﬂexibility (Sun et al., 2008)
Social aspects (social competence) (identified in 4 articles)	(1) the level of collaboration intrinsic in the course (Soong et al., 2001)
Support processes (support, feedback) (identified in 27 articles)	(1) the need for regular formative feedback from lecturers to students (Cochrane, 2010), (2) student services (Frydenberg, 2002), (3) university support of e-learning activities (Selim, 2007)
Teachers’ teaching aspects (teachers’ self-reflection, teachers behavior, teaching style, teaching strategy, teaching performance) (identified in 12 articles)	(1) teaching presence (Joo et al., 2011), (2) innovation is consistent with approach to teaching (McGill et al., 2014), (3) instructor’s teaching style (Selim, 2007), (4) human factors pertaining to the instructors (Soong et al., 2001), (5) success factors regarding teachers (e.g. workload, fears) (Stacey and Gerbie, 2008)
Technical infrastructure aspects (accessibility, reliability, time of availability, available infrastructure, learning environment) (identified in 18 articles)	(1) IT infrastructure services, (2) system quality (Alsabawy et al., 2016), (3) system characteristics (Chen et al., 2013), (4) technological infrastructure (Frydenberg, 2002), (5) ease of on-campus internet access, (6) effectiveness of information technology infrastructure (Selim, 2007), (7) the level of perceived IT infrastructure and technical support (Soong et al., 2001)
Technology-related aspects (technology integration, technology usage) (identified in 30 articles)	(1) the appropriate choice of mobile devices and software to support the pedagogical model underlying the course, (2) the importance of the pedagogical integration of the technology into the course assessment (Cochrane, 2010), (3) creation (Henrich and Sieber, 2009), (4) technology is sufﬁciently mature/stable, (5) technology is up to date (McGill et al., 2014), (6) instructor’s attitude toward and control of the technology (Selim, 2007)

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