Faculty Views of Adaptive E-Learning in a South African University

Living reference work entry
Part of the Global Education Systems book series (GES)


The current study draws on research conducted on the pervasive nature of adaptive e-learning (AEL) (digital) technologies and cognitive enhancement for South Africa’s science, technology, engineering, and mathematics (STEM) and non-STEM education. The current research was anchored on the perceived failure of execution processes or delayed adoption rates regarding adaptive e-learning (digital) technologies and cognitive enhancement as compared to other industries. Guided by this objective, the current study was conducted involving ten university academics recruited from a South African university. The design was exploratory, in which respondents’ experiences were analyzed via discourse analysis. This study found that many of the university academic participants lacked sufficient understanding of AEL for AEL to be adequately implemented and used at the university. A hypothetical stance for future research is that − while it could be inferred that the current cohort was particularly weak, the literature suggests that the challenge is much more pervasive. Indeed, it is hypothesized that if academics generally were to be investigated from almost any university, similar results would ensue. The implication is that there is an extensive need to concretize notions regarding AEL within any university and possibly beyond for successful implementation to occur.


Adaptive learning technology E-learning E-health Computational cognition Information processing 


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Authors and Affiliations

  1. 1.Mathematics, Science and Technology Education University of ZululandKwaDlangewzaSouth Africa

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