Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an e-learning course, on their perceived achievements, and on their preferences for online or face-to-face learning components. Students appreciated online learning for its potential in providing a clear and coherent structure of the learning material, in supporting self-regulated learning, and in distributing information. They preferred face-to-face learning for communication purposes in which a shared understanding has to be derived or in which interpersonal relations are to be established. An especially important result concerns students' perceptions of their learning achievements: When conceptual knowledge in the subject matter or skills in the application of one's knowledge are to be acquired, students prefer face-to-face learning. However, when skills in self-regulated learning are to be acquired, students advocate online learning.

The unparalleled development of information and communication technology tools within the last thirty years has given a tremendous boost in supporting new modes of delivery in training, teaching and learning. ICT tools can indeed assist students in acquiring English Language competency as well as enhance the quality of the learning experience. This paper examines the available ICT resources and the level of ICT skills of English language teachers and tries to determine if serving teachers are able to promote ICT integration in the teaching and learning of English Language in Malaysian schools. This research is based on the findings of a questionnaire survey conducted over a period of five months (i.e. from 1st September 2004 to 31stJanuary 2005). The survey findings reveal that a fairly large number of teachers have the necessary ICT skills but yet the utilization of the available ICT resources in English Language teaching and learning is far from satisfactory. In the concluding part, the researcher looks at possible reasons for this. Some obvious obstacles to ICT use in the teaching and learning of English are discussed and the researchers suggest the use of ICT tools that promote interactive lessons and strongly encourage e-learning among pupils to speed up the teaching and learning of English.

E-learning, one of the tools emerged from information technology, has been integrated in many university programs. There are several factors that need to be considered while developing or implementing university curriculums that offer e-learning based courses. This paper is intended to specify e-learning critical success factors (CSFs) as perceived by university students. The published e-learning critical success factors were surveyed and grouped into 4 categories namely, instructor, student, information technology, and university support. Each category included several measures. The categorization was tested by surveying 538 university students. The results revealed 8 categories of e-learning CSFs, each included several critical e-learning acceptance and success measures. The level of criticality of each measure was represented by its validity coefficient. Confirmatory factor modeling approach was used to assess the criticality of the measures included in each CSF category.