Purpose E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. The purpose of this paper is to consider a range of barriers, impacting the success of e-learning implementations, yet to the best of the authors’ knowledge no conceptual framework is able to consolidate existing research. Design/methodology/approach This paper undertook an in-depth review of literature concerning e-learning implementation barriers. Papers were extracted from established peer-reviewed journals and open sources. Articles not related to e-learning implementation barriers were discarded. A total of 259 papers were identified, published between 1990 and 2016. Hermeneutics and data-driven qualitative content analysis was used to define 68 unique barriers. Findings The 68 unique barriers were thematically grouped into four conceptual categories, i.e. Technology (T), Individual (I), Pedagogy (P), and Enabling Conditions (EC). These four categories led to the conceptualization of “TIPEC” framework, which highlights the key concepts hindering e-learning implementation and delivery. Results show that most articles only consider a narrow range of success barriers. Practical implications The proposed TIPEC framework acts as a guide for education practitioners, system developers, policy makers, and researchers. It provides stakeholders with a summary of e-learning barriers. Originality/value This paper fulfils an identified need for a conceptual framework that consolidates all current research related to e-learning implementation barriers.

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Amaad is an experienced educationist with over 15 years of teaching experience in the areas of business and information technology. He has taught in the leading higher education institutions in the UAE and in Pakistan. Amaad has special interest in using information technology for teaching and learning. He successfully setup CISCO local academy in Sharjah Men's College and delivered courses there for many years along with the use of WebCT -leading online learning management systems (LMS), for teaching many IT and business courses. Amaad's research interest are in technology mediated learning and development. Samnan Ali received a BSc Engineering

In this research, the effects of transition metal (Ni) doping to metal-oxide nanoparticles (TiO 2 ) were studied. Various weight ratios (5, 10, 15, and 20%) of Ni-to-TiO 2 nanoparticles were synthesized using the sol-gel technique. These doped nanoparticles were prepared using titanium butoxide and nickel nitrate as precursors and methanol as a solvent. The effects of Ni doping to TiO 2 were examined using a variety of characterization techniques, X-ray diffraction (XRD), Fourier-transform-infrared (FTIR) spectroscopy, ultraviolet-visible (UV-Vis) spectroscopy, field-emission scanning electron microscopy (FESEM), and vibrating sample magnetometer (VSM). The XRD reveals that the Ni-doped TiO 2 crystallizes in a tetragonal structure with anatase phase. The particle size and lattice strain were calculated by Williamson-Hall equation. The presence of strong chemical bonding and functional groups at the interface of TiO 2 nanoparticles was confirmed by FTIR. The optical properties of undoped and doped samples were recorded by UV-Vis spectroscopy. The saturation magnetization (M s ) was found higher for undoped as compared to doped samples. The surface morphology and the element structure of the Ni-doped TiO 2 nanoparticles were examined by FESEM.

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