The article offers an analysis on the emergence of for-profit electronic learning providers in Asia. It states that the accelerating roll-out of technology, the availability of advanced learning management systems, and the high growth rates of Internet usage are some of the factors that have prompted the expansion of e-learning providers. It also mentions that many people recognize the fact that for-profit providers better meet the rapidly changing educational needs in the society. It further features some of the successful e-learning providers in Asia including the Hartford Holdings and Kenichi Ohmae Graduate School of Business. (Academic Source Premier)

Advanced mobile devices suitable for rich media content reception escort a strong majority of the
people. Mobile information technologies today are pervasive and prevalent across most generations and countries
and augur well for knowledge reception and learning processes within everyday life. In ubiquitously advising life
long learning opportunities the paradigm of mobile users questions our common approaches of implementing
teaching and learning: Mobile use patterns are short and fast, they frequently interrupt established contexts while
nomadic users commonly are on edge with multiple activities taking place in parallel. Handheld devices in addition
admit specific, non standard designs and are considered personal companions. In this paper we present an
approach to dynamic, "on demand" production of content, which is personalized and specifically adapted to
dedicated mobile devices. Starting from IEEE LOM eLearning Objects, i.e., small standardized self consistent
knowledge entities; we process formats, appearance and contextual structures to transform re-usable content
objects into the desired target context. Beside Web data for mobile browsers we will detail out an example of feeding
the specific iPod potentials, i.e., its navigation, and a handheld Sony gaming station. All implementations are based
on the educational content management system hylOs, which we will briefly introduce. Enabled through an
advanced authoring toolset, hylOs allows defining contextual hyperlink overlays, as well as instructional overlays
of a given eLearning object mesh. Based on a powerful Ontological Evaluation Layer, additional meaningful
overlay relations between knowledge objects are derived autonomously within hylOs. These resulting semantic nets
form a basis for perpetuating contexts, when mobile users re–access interrupted learning sessions. (Authors' abstract)

In recent years, information technology (IT) has become prominent to support teaching and learning activities. IT tools allow us to create, collect, store and use information and knowledge. E-learning was one of the IT tools introduced at College of Science and Technology (CST), University Technology Malaysia (UTM) Kuala Lumpur since 2001. It has enabled a paradigm shift from institution-centered instruction to anywhere, anytime and anybody learning models. In CST the e-learning technology was used for accessing the syllabus and course content, submitting assignments, and taking class quizzes. This paper focuses on issues relating to the e-learning critical success factors (CSFs) from the university students’ perspective. In this study, two main factors related to the e-learning CSFs within a university environment including technological and institutional support factors were examined. The confirmatory factor modeling approach was used to assess the criticality of the measures included in each factor. The results indicated that the most critical measures for technological factor in terms of ease of access and infrastructure are the browser efficiency, ease of use of course website and computer network reliability. Meanwhile, for institutional support factor, the most critical measure is the availability of technical support or help desk.