Abstract—in 1990, Thailand’s Ministry of Education developed strategies to encourage universities to incorporate elearning systems in their curriculum. However, the rate of adoption has been slow, largely due to the fact that many private and public universities in Thailand have no e-learning adoption readiness, such as policy, regulation, and technology. The necessary components to make e-learning accessible to learners such as connectivity, capability, contents and culture need to be well clarified and prepared. To shorten the path to success fule-learning adoption in Thailand, this paper reviews key success factors in e-learning in the United States of America (USA) and presents the results of the study compared to the Thailand’s higher education. The results include there commendations for Thailand e-learning me and most common success factors such as support resources dedicated to the online programs, creation of a clear, well-defined project plan, careful selection of the initial program offerings, and teacher training sessions to help developing effective teaching styles.

Index Terms—e-learning, Readiness, USA, Higher Education, Thailand

Apitep Saekow is wih the Faculty of Science and Technology, Stamford International University. Prawet, Bangkok, Thailand (e-mail:apitep@stamford.edu).
Dolly Samson is with the Faculty of Science and Technology, Stamford International University. Prawet, Bangkok, Thailand (e-mail:dolly@stamford.edu).

Cite: Apitep Saekow and Dolly Samson, "E-learning Readiness of Thailand’s Universities Comparing to the USA’s Cases," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 1, no. 2, pp. 126-131, 2011.