| Summary: | This thesis reports the process and findings of a case study research which aimed at understanding how E-learning implementation was undertaken in higher education institutions in the context of Vietnamese universities. A case study research using semi-structured interviews was employed to generate qualitative data from three cases of E-learning implementation theoretically chosen from Vietnamese universities. A new configuration analysis approach was created to analyze and interpret the problematic issues embedded in the context of organization, technology and teaching and learning influencing the three sequenced stage process of implementation. The research identified influential factors of contexts which are characterised by the organization, technology and teaching and learning shape of the E-learning implementation process in pre-implementation, implementation and post-implementation stages. The findings illustrate that E-learning implementation was driven and constrained by contextual factors interacting and interplaying with a process of implementation. Based on the findings, an implementation framework for continuous E-learning implementation as part of blended learning in Vietnamese universities was developed. This implementation framework proposes a way in which E-learning implementation will be reached at an equilibrium point, where a sustainability of implementation will be presented. The study contributes to the body of E-learning implementation research that is shaping and incorporating contextual factors into the implementation process. Methodologically, it provides a configuration analysis tool which is tailored to the purpose of analysing data, interpreting individual cases and doing cross-case analysis through a qualitative case study research method. Theoretically, it provides a basis for practices in implementing E-learning, and offers useful suggestions for educators in implementing a formal blended learning system within the higher education sector. The framework of E-learning implementation and associated suggestions presented in this study are expected to assist universities and governments to play a more active role in the implementation of e-learning education to improve the quality of training and institutional performance. The findings are expected to contribute to sustaining E-learning implementation by better planning, organizing, implementing, operating and monitoring regarding institutional policies and practices, including investment in learning technologies, infrastructure, training and development and support services for e-learning.
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