Taiwan, along with few other countries around the world, has regarded e-learning as strategic in its development of knowledge economy. In Taiwan, the National Science and Technology Project for E-Learning (ELNP) has entered its second term in 2008 to continue for another five years in developing e-learning for the society, as an industry, and in the academic research. However, the higher education sector has been less visible in the national framework of e-learning development. This study therefore aims to explore the policies and implementation strategies of e-learning at both governmental and institutional levels.

To gain deep understanding of the current developmental status, as well as the policies and implementation strategies employed for the development of e-learning in higher education, this study uses a case study approach to explore the whole picture of e-learning policies. Data collection and analysis methods in this case study include content analysis (on policy documents), qualitative interview (with the e-learning project managers in the universities), and survey (a nation-wide investigation). The information obtained from content analysis is used to provide a background to conduct the qualitative interviews of 17 e-learning project managers. Results from both content analysis and interviews are then used as a framework for building the survey questionnaire and the interpretation of the survey results.

It is found, through the content analysis, that the Ministry of Education (MOE), as part of the implementation mechanism of ELNP, has used a project-by-project approach to implement e-learning. Also, from the interviews, the project managers have complained that the MOE has been vague in their e-learning policies. While the universities enjoy a status of independence from political interferences for being research and academic in nature, the strategies of the institutions’ e-learning implementation are deeply influenced by the Ministry of Education. The universities thus lack the policy-level planning in e-learning development although many do have their particular strategies. There is also an array of difficulties associated with both e-learning development worthy of attention. A factor analysis is also conducted for the building of a framework

This study is valuable in terms of the policy and strategies of e-learning development. Among the important issues seen this study, it is suggested that: clarifications and communication on the MOE’s policies, a set of policies with better continuity, site demonstration and inducting; qualities management and assurance; etc…