Academics' views of adaptive e-learning technology in a South African university
by Anass Bayaga
International Journal of Technology Enhanced Learning (IJTEL), Vol. 13, No. 1, 2021

Abstract: The current study draws on research conducted on cognitive enhancement and adaptive e-learning technologies at a South African higher education institution. The research was motivated by the failure of implementation processes or delayed adoption rates regarding Adaptive E-Learning (AEL) technologies as compared to other industries or environments. This study was conducted involving ten academics recruited from a South African university. The design was exploratory in which participants' experiences were analysed via discourse analysis. This study found that too many of the university faculty participants lacked sufficient understanding of AEL for AEL to be adequately implemented and used at the university.

Online publication date: Thu, 03-Dec-2020

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Technology Enhanced Learning (IJTEL):
Login with your Inderscience username and password:

    Username:        Password:         

Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email