The ecosystem of e-learning model for higher education

Abstract

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.

Teaching and Learning in Higher Education in the Time of COVID-19

“…A few of these categories will be discussed to highlight the current trends and challenges in novice online education. The research findings by Van de Heyde and Siebrits (2019) add to the debate on physics education specifically, and provide a new way of conceptualising an e-learning ecosystem. It is advocated that an academic developer-mediator should step in to mediate between academics, tutors and emerging e-tools through a structured developmental process for learning and teaching.…”

Exploring the Adoption and Usage of Learning Management System as Alternative for Curriculum Delivery in South African Higher Education Institutions during Covid-19 Lockdown

“…The adoption of Moodle as online learning for curriculum delivery was embraced as the best option to continuing teaching and learning, while the restriction on social gatherings lingers on, due to the pandemic (Mhlanga & Molo, 2020). Several scholars have established in various longitudinal studies, the use of Moodle as LMS in some selected universities in South Africa years to complement face-to-face classroom teaching before now (Bagarukayo & Kalema, 2015;Schutte et al, 2017;Letseka, Letseka & Pitsoe, 2018;van de Heyde & Siebrits, 2019). However, with the emergence of the COVID-19 pandemic, many HEIs had to adopt Moodle for full delivery of learning activities nationwide.…”

A Virtual Classroom for Architectural Composition Subject: A Reflection About Opportunities and Limits

“…This teaching system has become internationally widespread as an obligatory and necessary measure due to the lockdowns and restrictions following the Sars Cov19 virus pandemic [4]. Far from offering apocalyptic or hopeful scenarios [8] this text aims to provide an objective examination of a series of aspects, both positive and negative, which have affected the subject of architectural composition. For the first time ever, over ¾ of the subject classes have been affected by the limitations of in-person lessons and have been taught online (both synchronously and asynchronously) during the entire spring of 2020.…”