Abstract

eLearning is rapidly growing and competing with traditional classroom learning. Advancements in digital technology and democratization of the internet have made eLearning more accessible, flexible, and convenient way for acquiring knowledge. This study examines the instructors' perceptions of quality in eLearning in higher education in the United States. Content analysis of 119 peer-reviewed articles published from January 1997 to January 2020 was performed. The Results revealed the most important dimensions of quality from the viewpoint of instructors. The steps involved in identifying these dimensions and determining their relative importance are represented. Utilizing factor analysis, four uncorrelated metadimensions were extracted. The paper concludes with practical implications and proposes directions for future research.

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