Conclusion: From this study it can be concluded that the strategy of implementing e-learning may play a crucial role for students’ perception of the new technology. The use and implementation strategy at the Schools seemed to overrule the individual background variables traditionally said to influence user perceptions. Related to this result one might conclude that students do not necessarily regard access to a Web platform in regular on-campus courses as a surplus. Furthermore, students previously used to computers should not be expected to be more positive to e-learning than other students. Further studies of e-learning in Higher Education should include the student perspective, and further factors influencing the students’ perceptions of e-learning in Higher Education need to be identified.

This paper examines students’ perceptions of e-learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e-learning on campus. Students (n = 150) filled in a questionnaire with closed as well as open-ended questions. The answers were analysed in a multiple regression analysis, putting the students’ perceptions in relation to gender, age, previous knowledge of computers, attitudes to new technology, learning styles and the way of implementing e-learning at the university. Advantages and disadvantages of e-learning were categorized in a qualitative content analysis. The main conclusion from the study was that the strategy of implementing the e-learning system at the university was more important in influencing students’ perceptions than the individual background variables. Students did not regard access to e-learning on campus as a benefit. Male students, students with previous knowledge of computers and students with positive attitudes to new technologies were all less positive to e-learning on campus than other students.

Information and communication technologies are used progressively in university education. The paper summarizes a study conducted with 150 students in two schools of a Swedish university; the students had an two-year e-learning experience on campus. The goal of the study was an analysis of factors which help overcome problems of implementation of e-learning on campus.
Three specific questions were adressed in the study: (1) The students’ general attitude towards e-learning, (2) analysis of the relation between students’ attitudes and background factors such as gender, previous experience with computers or learning style, and (3) the major advantages and disadvantages of e-learning as experienced by the students.
Surprisingly, more than 50% of the students disagreed totally or to a large extent with the statement that e-learning improved their learning. Students did not regard access to e-learning on campus as a benefit. Students at the school of engineering showed more negative attitudes than students at the school of health sciences.
Male students and students with previous knowledge of computers and students with positive attitudes to new technologies were significantly less positive towards e-learning on campus than other students. No significant relationship was found between attitudes and age group or learning style.
The main advantages of e-learning were reported to be the added value in organizational matters, such as easier access to information and the flexibility regarding time and place. Inconsistent and sporadic use of the e-learning platform by the teachers decreased the initial enthusiasm.
Students’ perceptions of e-learning in university education on campus was rather discouraging. Access to a Web platform in regular on-campus courses does not provide an added value per se, and not even students with previous computer experience can be expected to be more positive towards e-learning than other students.
The main finding of the study was that the different e-learning implementation strategies of the two schools were more important in influencing students' perceptions than the individual background variables. [from http://www.elearning-reviews.org/topics/culture/user-acceptance/2002-keller-cernerud-students-perceptions/]