Abstract—by advancing information and communication technology (ICT), e-learning has emerged as a modern educational paradigm. This online learning environment improves the delivery of teaching content, knowledge sharing among trainees, social interaction and so forth. Regarding mass investment for e-learning solutions which don’t meet their original objectives, e-learning performance assessment remains crucial. E-learning appraisal assists managers of educational institutes by revealing weak and strength aspects of these initiatives and creates opportunity to improve and make effective e-learning systems. 

This paper aim is to introduce a new approach to e-learning system assessment by identifying and prioritizing the preliminary e-learning critical success factors (CSFs) or enablers that need to be concentrated by universities and educational institutes. The result of such performance evaluation subsequently acts as an informative tool for developing e-learning systems plan.

Index Terms—E-learning, Critical Success Factors (CSF), Fuzzy analytic hierarchy Process (FAHP).

Mohammad Reza Mehregan is an associate Professor with Department of Industrial Management, Faculty Management, University of Tehran, Tehran, Iran (E-mail: mehregan@ut.ac.ir). 
Mona Jamporazmeyr is a Phd candidate of Information System Management,Department of Information Technology Management, Faculty of Management,University of Tehran, Tehran, Iran (monajami@ut.ac.ir) 
Mahnaz Hosseinzadeh is a PhD Candidate in Operation Research, with Department of Industrial Management, Faculty of Management, University of Tehran, Tehran, Iran (E-mail: mhosseinzadeh@ut.ac.ir) 
Mohsen Mehrafrouz. is MA of public administration, Azad University, Naragh, Iran (Mehrafrouz@yahoo.com).

Cite: Mohammad Reza Mehregan, Mona Jamporazmey, Mahnaz Hosseinzadeh, and Mohsen Mehrafrouz, "Application of Fuzzy Analytic Hierarchy Process in Ranking Modern Educational Systems’ Success Criteria ," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 1, no. 4, pp. 299-304, 2011.