E-learning In Higher Education Institutions Research Articles

Mapping Students' Readiness for E-Learning in Higher Education: A Bibliometric Analysis

This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students’ readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was Computers and Education and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.

Assessing the Impact of E-Learning Adoption on Learning Behavior in Sierra Leonean Higher Education

This study aims to analyze the adoption of e-learning in higher education institutions in Sierra Leone and its impact on learning Behavior using the Technology Acceptance Model (TAM). The research employs a survey design, utilizing Structural Equation Modeling (SEM), to analyze the responses of students and lecturers. The study was conducted in Sierra Leone, involving ten universities. The duration of the study is not specified. 728 students and 327 lecturers were surveyed to assess their attitudes towards e-learning. The TAM was used to predict behaviors based on the perceived usefulness and ease of use of e-learning tools, such as mobile devices and social networking applications. The findings indicate that e-learning is more likely to be adopted if the tools are perceived as useful and easy to use. Additionally, prior experience with computers enhances the positive perception of e-learning's attributes and attitudes toward its utilization. The study highlights the potential of e-learning in developing countries like Sierra Leone. It provides insights for stakeholders in the education sector to develop strategies that can promote the adoption of e-learning in regions with similar developmental profiles.

Transformative impact : Online learning evolution in higher education Post-Covid-19 pandemic

The COVID-19 outbreak led to a significant change in India’s educational landscape, resulting in the widespread adoption of e-learning technologies in the classroom. To evaluate the success of this transition, a study was conducted utilizing the Unified Theory of Technology Acceptance and Use (UTAUT) framework. The objective of the research was to evaluate the usefulness of e-learning in higher education institutions. The study involved conducting a cross-sectional survey through a structured questionnaire to test the hypotheses through empirical evidence. The statistical findings, based on a sample of 313 participants from several educational institutions, show that factors such as faculty influence, quality of services, performance expectancy and facilitating conditions significantly influence students’ behavioral intentions. The expectation of effort, however, had no impact on the students’ intentions. Additionally, the students’ behavioral intentions positively impact their usage behavior

E-Learning Readiness in Higher Education Institutions in Nigeria during COVID-19 Pandemic

Purpose: The emergence of coronavirus disease 2019 (COVID-19) pandemic necessitated the closure of schools and higher institutions worldwide. Most schools resorted to online learning without considering its attendant effects. Most institutions in the developing countries that were stocked with traditional face-to-face learning method migrated to online learning unprepared. The study, therefore, evaluates lecturers’ readiness for e-learning in higher education institutions in Nigeria amid COVID-19 pandemic.
 Design/Methodology/Approach: To achieve this, a structured questionnaire was administered to 324 lecturers in selected federal, state, and private universities in Nigeria. The study adopts a quantitative research method. The quantitative data was analyzed using descriptive statistics.
 Findings: Findings reveal that Nigerian universities were not ready for e-learning prior to COVID-19 pandemic as the needed critical components to take-off e-learning were not available. Study indicates that resource utilization, resource availability, and e-learning facilitations are the critical factors that affected e-learning readiness in Nigeria universities amid COVID-19. Other challenges include internet unreliability, unavailability of e-learning pedagogy, and lack of prerequisite skills for the instructors and the learners.
 Research Limitations/Implications: A major limitation of the study is the failure to evaluate the challenges of e-learning readiness from the students’ perspective. This limitation creates opportunities for further research into the subject matter. Despite this limitation, the findings from the study have potential implications for university management stakeholders, education policy maker, and e-learning implementation in Nigeria HEIs.
 Originality/Value: Given the fact that e-learning is still a new method of teaching in HEIs in Nigeria, switching to this method of teaching unprepared poses a major challenge for both the learners and instructors. Therefore, it is crucial to evaluate facilitators and beneficiaries’ readiness to embark on this new method of learning.

Examining interactions of factors affecting e-learning adoption in higher education: insights from a fuzzy set qualitative and comparative analysis

Purpose The purpose of this study is to analyze the combined effect of eight factors – performance expectancy (PE), effort expectancy (EE), hedonic motivation (HM), system quality (SQ), information quality (IQ), service quality (SEQ), digital literacy (DL) and computer anxiety (CA) on learners’ behavioral intention (BI) toward the adoption of e-learning in higher education institutions (HEIs) in India. Design/methodology/approach The study used factors from two theoretical models, the extended Unified Theory of Acceptance and Use of Technology and the DeLone and McLean Information Systems Success model. The study also considered DL and CA as additional factors because they could affect a learner’s intention in a developing country like India. Data were collected from three HEIs in Southern India and analyzed using fuzzy qualitative and comparative analysis (fsQCA). Findings The results of the study emphasize the importance of considering both individual and technological factors in e-learning adoption and provide evidence for the significance of integrating multiple theories in understanding the complex relationship between factors and learners’ BI. Four different configurations of the eight factors: EE*HM*SQ*IQ*SEQ*DL*∼CA; PE*EE*HM*SQ*IQ*DL*CA; PE*EE*HM*IQ*SEQ*DL*CA; and PE*EE*SQ*IQ*SEQ*DL*CA found to be sufficient to cause learners’ BI to use e-learning. Research limitations/implications This study explores the complex relationship between different factors and learners’ intention to adopt e-learning using the fsQCA method. These findings may need further validation in HEIs across different geographical locations. Practical implications This study provides practical insights for HEIs in India and other developing countries on how different factors combine and interact to determine e-learning adoption in multiple contexts. Originality/value Using fsQCA as a novel and rigorous method, this study uncovers the complex and nonlinear causal relationships among various factors that affect e-learning adoption. This study provides a holistic and contextualized understanding of e-learning adoption in a developing country’s scenario. This study can inform educators and policymakers on how to design and implement effective e-learning strategies that suit different learner profiles and contexts.

Student Adoption of E-Learning in Higher Education Institutions in Saudi Arabia

This study aims to explore the various factors influencing students in adopting e-learning in educational institutions in Saudi Arabia and analyze the relationship between factors of students' adoption of e-learning and student behavior intention. The study also analyzes perceived opportunities and challenges faced by students in adopting an e-learning system in higher education. A well-structured questionnaire was developed, and information was collected from 509 respondents. The study found that students' behavioral intention to adopt e-learning is highly influenced by performance expectancy, effort expectancy, social influence, facilitating conditions, computer self-efficacy, and internet knowledge. The study confirms the mediating role of student engagement that can act as an alternate path for strengthening the relationship between factors of adoption of e-learning and behavioral intention. In addition, several implications and new lines of investigation are recommended for meeting the educational transformation needs and future sustainability.

ELearning Acceptance and Adoption Challenges in Higher Education

Online learning and technology acceptance has become a highly significant subject in the field of information technology. The challenges of eLearning acceptance and adoption in higher education are complex and multifaceted: it is important to carefully consider the environmental, social, and economic implications of eLearning implementation and to work toward ensuring that eLearning programs are accessible, equitable, and sustainable over the long term. Many theories and models have been proposed over the years to explain individual usage and behavior and measure the degree of acceptance and satisfaction toward technology acceptance and online learning. This study reviews the challenges and limitations of online learning acceptance and adoption for the last ten years (2012–2022). Lack of technical support, awareness, institution readiness, quality online course content, and less information technology skill of faculty members in the early years present challenges. Further, self-efficacy, financial and technology factors, pedagogical learning, socio-economic evolution, digital competence and compatibility, and lack of technological infrastructure have significantly affected the adoption of eLearning in higher education institutions in recent years.

Investigation A Technology Acceptance Model (TAM) of E-Learning in Higher Education Institutions (HEIs)

In recent years, the integration of e-learning, which refers to using electronic technology to aid and enhance learning processes, has received substantial attention in Higher Education Institutes (HEIs). This study explores the adoption and acceptance of e-learning in Higher Education Institutes (HEIs) using the Technology Acceptance Model (TAM) framework. The research investigates the influence of external variables on the acceptance of e-learning, specifically focusing on Mobile Friendliness (MF), LMS Replacement (LMSR), Job Insecurity (JIS), and Job Switching (JS). The study utilizes survey-based empirical research, collecting responses from 407 participants out of 500 academics from Saudi public and private sector HEIs and colleges in the Southern region. The survey instrument was designed based on established measures of the TAM constructs, including Attitude and Behavioral Intention.

EFFECTS OF INFORMATION QUALITY AND SERVICE QUALITY ON SAUDI ARABIA’S HIGHER EDUCATION INSTITUTION E-LEARNERS’ SATISFACTION

Electronic learning, or e-learning as it is more frequently known, is a type of interactive learning that uses information and communication technology to provide a learning experience with enough freedom. During the COVID-19 pandemic, e-learning has attracted much attention in the education sector because it offers learners several advantages, such as flexible learning opportunities, distance learning opportunities, consistency in learning, time savings, tracking capabilities, minimal cost facilities, quick response, and interactive learning facilities. This study evaluated the effects of service and information quality on e-learner satisfaction in Saudi Arabian higher education institutions. A quantitative approach was used to conduct the study. Information was gathered from Saudi Arabian higher education institutions. 350 questionnaires were examined. Structural equation modeling (AMOS SEM) was used to analyze the effects of the relationship between information quality and service quality in terms of e-learners' satisfaction. The study findings showed that information quality and service quality have a significant effect on e-learners’ satisfaction. Therefore, this paper suggests that concerned authorities pay particular attention to ensuring quality and current policies and standards to address the issues that may affect e-learners' satisfaction with e-learning in higher education institutions in Saudi Arabia. Keywords: E-Learners’ Satisfaction, Electronic Learning, Information Quality, Service Quality, Higher Education Institutions DOI： https://doi.org/10.35741/issn.0258-2724.58.3.60

Virtual campuses in developing countries: an evaluation of the “right connectors” for effective e-learning in higher education institutions in Zimbabwe

PurposeThe purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing economies.Design/methodology/approachData were collected through a survey involving 130 learners. A stratified sampling technique was employed. Regression analyses making use of linear, multiple and PROCESS macro in Statistical Package for the Social Sciences (SPSS) were used to analyze data.FindingsTechnological self-efficacy and social presence are the most important facets needed by participants for effective learning in higher education institutions in developing countries. Learning tools meant to enhance teaching and learning and also contribute to learner satisfaction.Practical implicationsThe findings of the study provide insights to academic administrators to pay close attention to the three connectors in order to ensure quality learning. The findings guide higher learning institutions to adequately and selectively pay attention to the three connections. Deliberate efforts focusing on students' situations, opinions and concerns are vital for learner satisfaction in developing economies.Originality/valueThis study represents a first attempt to examine the effect of the “right connections” for effective learning in developing economies, using a quantitative approach. The findings bring into attention the role of assessing learner inputs and virtual environment in boosting the effectiveness of e-learning. The findings also result in a model that should lead to increased learner satisfaction through the implementation of right connections. The study “disputes” the relevance of a universal e-learning system.

Barriers and facilitators to adoption of e-learning in higher education institutions of Pakistan during COVID-19: perspectives from an emerging economy

PurposeIntegrating e-learning into higher education institutions (HEIs) is a complex process. Several universities had tried to impart learning online, especially amid the spread of COVID-19. However, they failed miserably due to the many barriers to online learning platforms’ delivery and acceptance. This study aims to explore the barriers and facilitators in adopting e-learning in HEIs of Pakistan by taking the perspective of key stakeholders involved in the management and administration of HEIs.Design/methodology/approachThe authors recruited participants using purposive and snowball sampling. Interviews were conducted from a variety of participants, including academicians, administrators and information technology (IT) personnel. Data recorded was transcribed into verbatim and then analyzed using thematic analysis.FindingsThe analysis identified barriers and facilitators to the e-learning implementation. Barriers included lack of resources and training, lack of infrastructure, inadequate e-learning policies, absence of positive mindset among teachers and students and reservations and concerns about e-learning of parents and teachers. By contrast, facilitators included prior training and awareness (provided by HEIs regarding e-learning), the assistance of government and regulatory bodies (in terms of policy and training on e-learning), the role of IT (in development and implementation of online learning system) and good computer knowledge and skills of students and faculty. Moreover, respondents believed that teaching subjects online requires the availability of proper and complete gadgets, but these were hardly available due to high demand. Finally, the academicians and administrators believed that e-learning is indispensable in health emergencies such as COVID-19 and similar events ahead.Originality/valueFor the HEIs to sustain and grow, the adoption of e-learning is fundamental. Therefore, the government should provide the essential infrastructure for the HEIs to deploy e-learning modules, train faculty and ensure the availability of necessary equipment (e.g. network) and gadgets to faculty and students. From a theoretical perspective, the study provides a framework for similar future studies in other emerging markets, whereas practical implications of the study can assist the governments and HEIs of emerging markets in implementing the e-learning modes of education in times of health emergencies, such as COVID-19.

Using Rich Picture to Understand the Issues and Challenges in E-Learning Environment: A Case Study of Students in Higher Education Institution

E-learning has become an important mechanism for teaching and learning in the 21st century. However, little is known about the issues and challenges faced by students as one of the primary users of e-learning in higher education institutions. Thus, this research adopts a qualitative case study with a purposive sample of ten students in a public higher education institution to explore issues and challenges of e-learning usage. Rich Picture originated from Soft System Methodology (SSM) was applied to the case study to explore the issues and challenges faced by the students, specifically in using e-learning as a tool in their learning process. The Rich Picture can be a useful tool to understand and map complexity and to solve problems. A thematic analysis was employed to understand the intricate patterns of emerging themes for achieving patterns in the data. The findings specify that through e-learning, the issues and challenges are categorised into three main aspects which include people/human, environment and technical. Each of these elements is narrowed down into positive and negative side. The most frequently mentioned of the positive side for i) people/human element is the 'self-initiative', ii) environment element shows the 'encouraged students to learn at their own speed' and iii) technical element shows' accessible at anywhere and anytime'. Meanwhile, the most cited for negative side for i) people/human element is the 'lack of discipline', 'struggle to understand course topic' and 'lack communication skills', ii) environment shows 'distraction' and iii) technical element shows' poor internet connection'. The findings contribute to the theoretical perspective by utilising the Rich Picture of SSM. Following the Rich Picture approach, this research produces a picture with a holistic view of the issues and challenges in e-learning usage among students. Practically, the findings outlined in this research could be a reference to university management to revise the e-learning system plans and improve the platform for better students learning experience.

E-learning in higher education institutions: What factors are influencing the e-learning?

E-learning in Nigeria's Rivers State was examined in this study, which looked at the factors that influence it. The study was guided by three main research questions. The research was carried out using a descriptive survey method. Three tertiary institutions in Rivers State used proportionate stratified random sampling to select a sample of 376 undergraduates from a total student population of 3,660 in the Faculty of Education. In order to collect data, researchers used an instrument called the E-learning Factors Influence Questionnaire (EFIQ). 23 items were included, divided into A-facilities, B-lecturer competencies, and C-student attitude sections. Experts in Educational Technology and Measurement and Evaluation confirmed the validity of the EFIQ by examining its face and construct validity. The Cronbach Alpha method was used to establish the instrument EFIQ's reliability, and the reliability coefficient was 0.82. Mean and standard deviation were used to calculate a criterion mean (x) of 2.50, which was used to evaluate the data. The results showed that eLearning in Rivers State's tertiary institutions is influenced by facilities, lecturer competency, and student attitude. These results prompted recommendations, including that students should strive to have a positive attitude toward e-learning and that tertiary institutions should provide sufficient e-learning facilities that will aid students in learning.

Challenges confronting e-learning in higher education institutions in Nigeria amid Covid -19

PurposeThe shutdown of normal face-to-face educational method of learning caused by the coronavirus disease 2019 (COVID-19) pandemic has made the education stakeholders reconsider and rethink education anew in light of the emerging challenges and opportunities imposed on e-learning in higher education in Nigeria post COVID-19. This study investigates the challenges confronting e-learning in higher education in Nigeria amid COVID-19.Design/methodology/approach Drawing upon data collected through a structured questionnaire administered to 395 lecturers in various disciplines in private, state and federal universities in Nigeria, the study adopts a quantitative research method. The quantitative data were analyzed using descriptive statistics.FindingsThe findings indicate that Nigeria Higher Education Institutions (HEIs) are still in the early stage of adopting the e-learning mode of study. In addition, there was no existing e-learning curriculum before the pandemic. Also, adopting e-learning mode of teaching was an uphill task for both the lecturers and the learners, given the lack of experience in information and communications technology usage and inadequate infrastructure to support e-learning.Research limitations/implications A major limitation of the study is the inability to investigate the challenges facing students in using e-learning tools due to the unavailability of access to students during the lockdown. However, the limitations create opportunities for further studies into the subject matter.Originality/value The study is timely given that HEIs in Nigeria and some other countries in Africa are yet to adopt blended teaching methods. Literature reveals that most HEIs in Nigeria are using only brick and mortar mode of teaching despite the benefit of blended learning in a pandemic situation.

Determinants of e-learning adoption in higher education in Iraq an academics and students’ perspective

E-learning allows the students to access, repeat and use the scientific materials wherever and whenever the users want. Both academics and learners are the leading and essential actors in the process of the learning process. Moreover, the acceptance of a technology is the positive react for users by using such technology. Due to the COVID-19 pandemic, e-learning has become mandatory over the world, thus, there is a necessity to investigate the determinants of e-learning adoption in higher education institutions (HEIs) in Iraq. Consequently, this paper aims to investigate elearning adoption and identify the determinants of e-learning in HEIs. An instrument was developed with eight dimensions based on technology organization and environmental (TOE) elements. The sample selection was of 580 students and 130 university lecturers who spread over several colleges. A clustering sampling method was used in the sampling selection process. Some hypotheses were proposed and tested via the paired T-test tool. To evaluate the relationship between the TOE variables and e-learning adoption, a regression analysis was carried out. The study findings classified into two categories, first, it helps to determine to what extent e-learning be adopted. Second, it provides meaningful guidance for higher education institutions that should follow as a pre-requested before adopting e-learning

An evaluation of the impact of confinement on the quality of e-learning in higher education institutions

PurposeTechnology acceptance research in the L&T contexts has a necessity for enabling the significant inclusion of technology in educational settings (Scherer et al., 2019). Despite the propensity for information communication and technology to enhance the teaching and learning process, the acceptance or rejection of learning technology is essential. Technological acceptance model (TAM) has evolved to become a key model to depict the predictors of human behaviour towards prospective rejection or acceptance of technology (Granic and Marangunic, 2019). In their recent systematic review of the extensive literature on TAM, Granic and Marangunic (2019) found that most of TAM research originate from Asia (Taiwan, Malaysia, South Korea and China), Europe, North America, Middle East and Africa. To the best of the authors’ knowledge, research on TAM has been very scarce in small island economies. This study aims to guide the empirical model of Al-Fraihat et al. (2020), which wants to uncover the quality of learning by understanding the intentions and satisfaction of tertiary education learners on the acceptance and use of information technology (IT) for e-learning, during the confinement period.Design/methodology/approachThis study adopted a quantitative approach. The proposed framework was borrowed from Al-Fraihat et al. (2020) and amended based on the contextual aspect of the study. The model proposed by Al-Fraihat et al. (2020) takes into consideration the quality of e-learning through technical system quality, information quality, service quality, educational system quality, support system quality, learner quality and instructor quality. The framework has as the basis the TAM where the perceived satisfaction, perceived usefulness, use and benefits of E-learning have been evaluated. This current study evaluated the quality of the e-learning platform from the students’ perspective in the confinement period. The service quality construct has been broken into three different dimensions, namely, service quality from an IT perspective, service quality from an administration perspective and service quality from the faculty represented by the Head of Departments. Another dimension has been added so as to evaluate the learner’s point of view when studying during confinement, namely, confinement and learning quality.FindingsThe findings of this study did not support H25, that is the hypothesis that perceived usefulness has a positive relationship with perceived satisfaction, in contradiction to similar previous studies that confirmed the relationship (Al-Sabawy et al., 2011; Al-Fraihat et al., 2020). However, interestingly, the findings of this research supported the relationship between perceived satisfaction and benefits (H26). This means that the greater the satisfaction of the learner, the greater the benefits on students. The results of this study further supported that there is a positive relationship between perceived usefulness and benefits (H27); there is a positive relationship between perceived usefulness and use (H28); and finally, there is a positive relationship between use and benefits (H29). Such relationships were also found in the existing literature (Al-Sabawy et al., 2011; Cidral et al., 2018; Al-Fraihat et al., 2020). The perception of the usefulness of the e-learning system determines the benefits, usefulness and system use. When the learners feel that the system is enhancing their learning, learning activities and performance, hence learning more effectively, they tend to see the e-learning system as useful and they are more likely to use the e-learning system/tool. The use of the tool/system, thus positively impacts the benefits that the learners derived from the system.Originality/valueThe COVID-19 and overnight decision for a country-wide lockdown drastically changed the education sector. School and all teaching institutions were closed. However, most universities had to review their teaching and learning models to introduce e-learning to ensure the semester’s progress. Hence, the use of the various LMS tools became a necessity overnight. This study on e-learning in Mauritius uses the TAM as the theoretical foundation because the theory has long been extensively used to investigate the quality of learning eg. Davis (1989), Scherer et al. (2019), Al-Fraihat et al. (2020).

Adoption and Implementation of E-Learning Framework for Shaikh Zayed University, Khost, Afghanistan

Ministry of higher education has recently launched an e-learning tool during the global COVID-19 pandemic in Afghanistan. Many higher learning institutions in Afghanistan have implemented e-learning tool because of its effectiveness as a learning approach. However, fever studies have shown that there are still low adoption rate of e-learning in higher education institutions in Afghanistan. This study explored the rate of adoption and an implementation framework of e-learning in Shaikh Zayed University Khost, Afghanistan. The strategy of inquiry is quantitative and the instrument for determining the perceptions of target group is questionnaire. A total of 120 instructors have participated in the survey in which some of them were IT Administrators. The survey result revealed that 37.08% of contents delivery is traditional on chalk and talk based, 47.91% contents delivered by instructors using projector and 31.66% academic staff use lab sessions at Shaikh Zayed University. As a result, the ministry of higher education in Afghanistan needs to have guidelines to help higher education institutions to implement e-learning successfully and efficiently.

Profiling distance learners in TEL environments: a hierarchical cluster analysis

ABSTRACT Together with the growth in the presence of e-learning in higher education institutions, the advance of technology allows for the possibility of creating tailored institutional strategies to improve the experience of their students. Moreover, placing the students at the centre of their learning in self-regulated environments also implies offering a more tailored experience that focuses in their learning styles. In order to do so, it is essential to distinguish the different student profiles that arise in these contexts from a meta-cognitive and motivational perspective. The current paper uses hierarchical clustering on a sample of students enrolled in distance education programmes at a medium-sized Spanish university to obtain a set of distinct profiles and show how this technique can be useful both to assess the needs and limitations of the students from the perspective of exogenous and intrinsic factors in TEL environments and to provide specific services for each of them.

Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon

Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.

COVID-19: strategies for positioning the university library in support of e-learning

PurposeThe purpose of this study was to investigate the various innovative support strategies rendered by academic libraries in support of e-learning in Zimbabwean universities. This was necessitated by the change in nature of learning and services provision in universities as a result of COVID-19. Despite the crisis caused by the pandemic, users of libraries still expect services to answer their information needs.Design/methodology/approachA quantitative study was done to unpack the role of digital library services in supporting e-learning in universities in Zimbabwe. An online questionnaire was developed using survey monkey and distributed to 50 professional librarians in both private and state universities in Zimbabwe. A total of 34 librarians responded to the questionnaire and the data was analysed and presented thematically. Data were presented using descriptive statistics in the form of figures.FindingsThe findings revealed that academic libraries play an important role in supporting e-learning in higher education institutions by providing electronic information resources, which are key in research, learning and teaching. The libraries provide a one-stop shop for accessing electronic resources through the digital library. Patrons have benefitted by accessing and using digital library services during the COVID-19 lockdown period. It was also discovered that libraries should ensure that they are prepared to always offer their services despite the closure of physical buildings because of the pandemic.Research limitations/implicationsThe study used an online questionnaire only as the data collection instrument, as it was the most suitable one to get data from librarians working from home and also because of the COVID-19 health guidance such as maintaining social distance. The other methods were not used because of financial constraints.Practical implicationsThis research showed the importance of digital services in e-learning environments, especially in developing countries. The work revealed how university librarians in Zimbabwe are coming up with practical solutions in supporting e-learning in times of crisis. The research therefore becomes handy for higher education institutions and authorities in crafting e-learning frameworks and positioning academic libraries at the centre of teaching, learning and research activities.Social implicationsThis paper provides useful insights into how libraries can support learning especially during a pandemic. The paper details how libraries support communities by offering correct and reliable information from scholarly information sources. It also chronicles how libraries play an important part in the support of researchers in higher institutions in the fight against COVID-19.Originality/valueTo the best of authors’ knowledge, this research is one of the first done in Zimbabwe on strategies that libraries are using in the COVID-19 era to support e-learning. The findings presented in this study are helpful for higher and tertiary education authorities and other policymakers in improving e-learning and digital libraries.