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The present investigation aims to examine the reflection of plane waves from a free surface of a thermodiffusive elastic half space with void.

Generalized theory of thermoelasticity developed by Lord‐Shulma was used to investigate the problem. The amplitude ratios of various reflected waves are obtained in a closed form. The dependence of these amplitude ratios with an angle of propagation as well as other material parameter are shown graphically.

Effects of void and diffusion are observed on these amplitude ratios and have been found to be significant.

It is found that there exist four longitudinal waves (namely P‐wave, thermal wave (T‐wave), mass diffusion wave (MD‐wave), volume fraction wave (VF‐wave, carrying a change in void volume fraction) and a transverse SV wave). Some special cases of interest are also deduced from the present investigation.

The purpose of the paper is to highlight the critical success factors that were involved in crafting a strategic architecture for E‐learning at H.P. University in India

A descriptive survey type of research design was used. An empirical study was conducted on students attending personal contact programs (PCP) to figure out the importance of E‐learning in distance education programs.

It was found that that the current practices of instruction are reasonable within PCPs. However, staff don't have a high level of interest in the ICT program, though the learners are ICT savvy. In addition, there is no regular electricity supply, a lack of facilities and consumables to facilitate using the technology.

Although an empirical study was conducted, respondents sometimes don't divulge full information

The article addresses the critical success factors in crafting a strategic architecture for E‐learning at H.P. University. E‐learning is necessary for PCP students as they lose contact with their teachers after their PCP programs.

The article addresses the critical success factors for implementing E‐Learning in a traditional university environment.

The purpose of this paper is to outline the critical success factors for crafting a strategic architecture for e‐learning at HP University.

A descriptive survey type of research design was used. An empirical study was conducted on students enrolled with the International Centre for Distance and Open Learning who were attending personal contact programs (PCPs) in professional courses so as to elicit the importance of e‐learning in distance education programs.

From the research questions for implementing e‐learning it was found that the current practices of instruction are satisfactory, the centers where PCPs are not sufficiently equipped for the training of learners and resource persons at PCPs do not have interest in the ICT program although the learners are ICT savvy, but there is no regular electricity supply, sufficient facilities and consumables for the usage.

Although an empirical study was conducted, the respondents, the students, sometimes disclose the information and do not reply to the questions in good faith.

The article addresses the critical success factors in crafting a strategic architecture for e‐learning at HP University so as to implement e‐learning for the benefit of the staff and the students.

The article addresses the critical success factors for implementing e‐learning in a traditional university environment.

The purpose of the paper is to unravel a strategic architecture for e‐learning for a traditional university like Himachal Pradesh University (H.P. University) and provide guidelines as to how to carry the implementation of e‐learning for the university of the future.

Getting to the future first is not just about excelling competitors bent on reaching the same prize. It is also concerning having one's own view of what the prize is. There can be as many prizes as runners; imagination is the only restraining factor. The paper provides a literature review for a traditional university like H.P. University to venture into e‐learning.

To venture into e‐learning, H.P. University will have to reengineer itself, understand how competition will differ in the future and capture and refine insights into future opportunities.

The paper has limitations that it presents a review of literature from secondary sources.

The paper provides guidelines as to how to implement e‐learning which will be beneficial for both the staff and the students.

The paper advocates the concept of strategic thinking in the education sector for implementing e‐learning.

This paper aims to outline the financial implications, while deploying information and communication technologies for implementing e‐learning, and to elucidate them, while implementing an e‐learning project in a conventional university environment.

The paper is a descriptive account of the various cost factors and benefits accrued in implementing an e‐learning project and draws on a variety of secondary sources both published and unpublished.

The paper identifies the various cost factors as well as the benefits involved in e‐learning implementation in conventional educational institutions, so that e‐learning implementation is a smooth process. Three modes of e‐learning exist, namely, substantially online mode; replacement mode; and supplemental mode, and the costs of e‐learning vary for each. The paper also describes how to assess the success or failure of an e‐learning project.

The paper presents a review of literature developed from secondary sources since e‐learning implementation is in a budding stage in conventional universities, particularly in the Asian context.

The paper outlines the financial implications of e‐learning and provides information on the various cost factors in implementing an e‐learning project for the first time. These factors should be duly acknowledged and given consideration, if the advantages of e‐learning are to be fully realised and e‐learning implementation is to succeed.

This paper provides a valuable summary of the state of affairs of financial implications, for instance the cost factors and benefits accrued while implementing an e‐learning project in the case of conventional universities. From this summary of the current situation, it goes on to suggest potential ways to transform the “digital divide” into “digital opportunities”.

The purpose of this paper is to make a strong case for investing in information and communication technologies (ICT) for building up of quality human resource capital for economic upliftment of India. An attempt has been made to explore the possibilities of online learning (OL)/e‐learning towards building up of quality human resources in higher education for a developing nation like India. A comprehensive environmental scanning of various e‐learning experiments, tools, projects to facilitate e‐learning or various institutional level efforts has been carried out. The paper also seeks to highlight the options available with traditional institutes for deploying ICT and for implementing e‐learning.

The paper is a descriptive account of the contemporary situation in India with regard to education especially e‐learning and draws on a variety of secondary sources both published and unpublished.

Argues that the development of e‐learning has been limited and reasons out why. The challenges of traditional face‐to‐face education vis‐à‐vis e‐learning in India are enlisted and suggestions for management of the e‐learning process by institutes which intend to venture into e‐learning are enumerated. The paper advocates the urgency for the traditional institutions to put an impetus on investment in ICT for providing e‐instruction for delivery of knowledge by riding the information super highway.

Presents a review of literature developed from secondary sources.

Models of e‐learning that exclude any face‐to‐face contact may have limited prospects, but blended learning offers significant potential both on and off campus and should be pursued if the benefits of e‐learning are to be fully realized.

This paper provides a useful overview of a scenario of OL/e‐learning in India's higher education; and, from this summary of the present situation, goes on to suggest possible ways to transform the “digital divide” into “digital opportunities”.