We present the ecosystem of e-learning (EeL) model, which can be applied to any higher education context, and which takes full account of all inhabitants and their interrelationships, not only the components, of the e-learning food chain. Specifically, this model was applied to our context within the University of the Western Cape, highlighting the role of the academic developer within the model. A key argument advanced in this paper is that academic developers should work to reduce complexities associated with emerging e-tools. The EeL model is used to emphasise the role of academic developers as mediators between components and relationships.
Significance:•By the application of the EeL model, it is demonstrated that the use of e-tools and their alignment with pedagogies within any context must be sensitive to the entire ecosystem, with the recognition that this is simultaneously a top-down and a bottom-up process.applications, or both in combination. Also, numerous HEIs are adopting new online learning environments to replace the traditional pen and paper methods of subject instruction. 8 For this study, we define a LMS as a webbased application that is used for educational purposes to disseminate multimedia resources, organise resources in a chronological manner, communicate with course participants (students, teaching assistants, tutors and others), and assess students' competencies, amongst other capabilities. This assessment, for example, includes higher-order question types such as the Calculated Questions, Numeric Response, Questions Pools, and Lessons 9 . Moreover, we argue that all LMSs share the same four core functionality categories: communication, assessment, management and content.