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E-learning systems have overcome the temporal aspatial constraints of traditional learning environments in extending educational opportunities to one and all. With a growth rate of 35.6%, the e-learning market is expanding in a phenomenal pace, still many e-learning systems fail. One of the important factors that determine the success of information systems is the ability of the system to satisfy its users. This paper focuses on the system design perspective, one among various factors that account for users'satisfaction in e-learning systems and argues that for enhanced user satisfaction; a learner Centered framework should be adopted over user Centered frame work for design of e-learning systems.

Culture is a critical influential factor in online learning environments. In the present scenario a designer from a particular cultural background conceptualizes a globalized educational product to be delivered across geographical boundaries through the online medium. Design of such products is influenced by the designer's pre-suppositions about how he / she visualizes the reality and conceptualizes the system. Similarly the end users visualize the system according to their own pre-suppositions. In this paper, we discuss the role played by culture in the design of cross cultural educational products and how it influences the acceptance and usability of a globalized online learning environment. For this study 17 publications have been selected based on how various layers of cultural meta-models can be related to design morphology, to understand whether levels of culture affects learning systems in the same way in which it influences other online systems and to analyze whether subjective cultural issues should be preferred more by user interface designers over the objective cultural issues or its the vice-versa, while designing cross-cultural online learning systems. In this paper a framework has been prepared which relates layers of cultural meta-models to various design morphologies. The review indicates that learning systems are complex due to various levels of communication and group behaviors between the students and their tutors which are influenced by cultural dimensions. Hence the authors suggest that although objective culture should be considered but subjective culture should be given prime importance. The review is intended to help user interface designers understand cultural dimensions that affect various levels of the learning system and identify variables that can be used while designing a cross cultural online learning system.