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The effectiveness of web-based learning has garnered significant attention in the global educational landscape, with numerous studies providing invaluable insights to transform education through technology. These research endeavors have generated theoretical frameworks that underpin the implementation and utilization of technology for educational enhancement. However, despite the remarkable contributions of these studies, concerns persist regarding the adept management of web-based Learning Management Systems (LMS). Hence, this paper addresses this critical concern by conducting an analysis of LMS management at a South African University of Technology. Utilising a mixed-methods approach, this study combines qualitative interviews with lecturers and quantitative analysis involving students to comprehensively assess the management of web-based LMS. By triangulating these diverse data sources, this research offers a holistic perspective on LMS management, thereby enriching the understanding of this multifaceted field. The findings of this study indicate that the University of Technology has made significant strides in adopting and implementing web-based learning technologies via Think Learn Zone (TLZ) Moodle platform. However, certain challenges were identified. Notably, inconsistencies in lecturer training, concerns about accessibility, and the demand for enhanced technical support for students. Moreover, the study highlights that while the LMS serves as a pivotal tool for disseminating educational content, its effectiveness hinges on the synergy between administrative decisions and faculty practices.

This discursive study examined the use of the learning management system (LMS) Moodle in rural South African universities. Moodle, a popular online programme, can be used to deliver learning activities, as well as online learning evaluations. The authors discuss LMS usage and adoption in higher education. LMS is a global online platform used in higher education institutions in developed countries across the globe, for decades. It has improved the education system in these developed countries by providing diverse students with learning opportunities, in their comfort zones. Despite the COVID-19 pandemic lockdown, most developed nations adopted online methods, like LMS, for teaching and learning. Unfortunately, the pandemic lockdown in many developing nations, like South Africa, severely disrupted curriculum and educational activities for months. The South African Department of Higher Education and Training reviewed curriculum delivery approaches, to save academic activities due to COVID-19. Thus, it deemed online learning a higher education alternative to face-to-face curriculum instruction, during the lockdown to salvage the academic calendar, with LMS used as ideal online learning for student engagement.

Eruption of the COVID 19 pandemic era in the preceding years has resulted at learning being infused with technology, hence the emergent of new terminologies or prefixes like ‘e’. For the purposes of this paper, eLearning has since been regarded as an essential aspect targeted towards effective schooling. Teaching-learning approaches had to be re-looked at as universities were held in predicaments to engage on online contact sessions through blackboard as a Learning Management System (LMS). This is a software application that necessitates diverse areas, but not limited to, administration, documentation, automation, delivery of educational courses and training programs. It is for this reason that this paper aims to examine whether Blackboard learning has any substantial influence in relation to learner academic attainment. Little is noted by literature on predicaments entangling rural schooling environments for implementation of eLearning. Examination was administered through a qualitative research approach, embedded in a case study design. Three purposefully nominated teachers from a university located in a rural Eastern Cape Province setting were interviewed as participants. It was divulged by the findings that (i) connectivity glitches, thus having an impact on (ii) contact session attendance, as well as (iii) limitation of eLearning related soft skills, were the major hiccups to this emergent learning platform. As authors we therefore conclude that both teachers and learners are held liable to fully acquaint themselves on eLearning, hence the digital world. This paper recommends for alterations and re-inventing of teaching-learning approaches, thereby curbing situations of rural-urban digital variations.

This paper aims to investigate whether e-learning has any significant influence on academic attainment. From this time, little is noted by literature about training teachers towards attaining the necessary skills needed for digital e-learning applications. Investigation for this paper was conducted through a qualitative research methodology. Authors decided to use this method with a concern of understanding the behaviour of humans as per teacher perspectives, leading to obtaining better understanding of underlying motives. For this qualitative investigation, three conveniently selected secondary school teachers from a rural school in the Eastern Cape Province of South Africa were interviewed. Engaging with the participants through administration of the interview schedule assisted authors in obtaining reach data due to contained questions that had a specific element of being open-ended. A fundamental finding revealed that teachers across all subjects have since embarked at focusing on (i) learner-centered practical approaches to allow determined e-learning engagements, thus having an impact on (ii) learner turnout. On noting this perspective from the teacher participants, it is recommended that as citizens held up in the technological revolution, there seems to be a need for teaching-learning approaches to be altered. This study, therefore, concludes that as a means to enable enhanced learner attainment, rural versus urban digital variations be addressed