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This paper examines the survey results on e-learning implementation, which covered 726 lecturers from Mongolian universities and colleges. The authors determined factors that influence e-learning course classification. We applied methods such as regression analysis and factor analysis. It revealed that institutional factors such as ownership, LMS, size, and personal factors such as age, gender, prior training, team, field of science, qualification, and locations influence the tendency to develop e-learning courses. The study is beneficial for policymakers and practitioners by broadening the understanding of institutional and personal factors influencing e-learning course development. Implications for practice and policy: 1) Mongolian higher education institutions primarily practice web-facilitated courses with few blended and online courses.2) Institutional factors such as ownership, LMS, size, and personal factors such as age, gender, prior training, team, field of science, qualification, and locations influence the tendency to develop e-learning courses. 3) There is a strong need for faculty development as every third lecturer does not know about the learning theories and does not apply them to the e-learning course development. 4) The higher education management should address challenges faced by the faculty members. 72.65% of respondents raised environment and faculty development challenges.