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

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The Education Systems of Africa

Part of the book series: Global Education Systems ((GES))

Abstract

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.

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Authors and Affiliations

  1. Mathematics, Science and Technology Education, University of Zululand, KwaDlangewza, South Africa

    Anass Bayaga

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  1. Anass Bayaga
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Correspondence to Anass Bayaga .

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Editors and Affiliations

  1. Faculty of Education, University of Pretoria, Pretoria, South Africa

    Kolawole Samuel Adeyemo

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Bayaga, A. (2021). Faculty Views of Adaptive E-Learning in a South African University. In: Adeyemo, K.S. (eds) The Education Systems of Africa. Global Education Systems. Springer, Cham. https://doi.org/10.1007/978-3-030-44217-0_7

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