Hypermedia and cognition: designing for comprehension
Communications of the ACM
Role of interface manipulation style and scaffolding on cognition and concept learning in learnware
ACM Transactions on Computer-Human Interaction (TOCHI)
An empirical investigation of student acceptance of course websites
Computers & Education
Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies
Information and Management
Acceptance of internet-based learning medium: the role of extrinsic and intrinsic motivation
Information and Management
The influence of system characteristics on e-learning use
Computers & Education
Oxford Handbook of Internet Psychology
Oxford Handbook of Internet Psychology
Exploring dimensions to online learning
Computers in Human Behavior
Measuring e-learning systems success in an organizational context: Scale development and validation
Computers in Human Behavior
Critical success factors for e-learning acceptance: Confirmatory factor models
Computers & Education
Surveying instructor and learner attitudes toward e-learning
Computers & Education
The DeLone and McLean Model of Information Systems Success: A Ten-Year Update
Journal of Management Information Systems
Education and Information Technologies
The acceptance and use of a virtual learning environment in China
Computers & Education
International Journal of Human-Computer Studies
Understanding Web-based learning continuance intention: The role of subjective task value
Information and Management
Computers in Human Behavior
User acceptance of hedonic information systems
MIS Quarterly
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Evaluation aspects, in relation to e-learning initiatives, are gaining substantial attention. As technology continuously influences learning, technical as well as organizational requirements need to be thoroughly investigated across a variety of stakeholders. In this paper, an outline of those aspects is presented, which occurred from a literature review on methods and research frameworks utilized toward the evaluation of e-learning initiatives. The review identified a series of studies that take advantage of well-established theories in the area of users' acceptance of technology combined with additional, e-learning context-specific factors. Results of the review are presented, according to the adopted research model, to ease the process of locating and retrieving e-learning evaluation paradigms per theoretical model. In addition, research findings are discussed and future implications for e-learning evaluation initiatives as well as potential stakeholders are highlighted.