E-learning may be defined as a modern form of distance education, based on using digital devices (Gruca, 2010). E-learning is the term used to describe teaching and learning resources or experiences that are, in some way, delivered electronically (Chang, 2013).
In the intellectual sphere, e-learning has sprung up in universities and private businesses, deriving the most benefits from the dynamic advancements in internet applications (Cassidy et al., 2014). Catherall (2005) defines e-learning as any technology allowing for the delivery of learning resources or communication between tutor and student. According to Meredith and Burkle (2006), e-learning as learning facilitated by the Internet and the Web technologies, that create connectivity between people and information, and create opportunities for social learning approaches. All above definitions of e-learning suggest a type of learning that is supported, enhanced or facilitated by technology and the internet.
Mgquba and Underwood (2016) state that the beginning of e-learning, as based on human collaboration in knowledge, work and innovation, can be traced to the
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development of network communication in the late 1960s and the invention of e-mail and computer conferencing over packet-switched networks in 1971. According to Chang (2013), e-resources and devices have become digital extensions of traditional library buildings, collections, and services; e-learning is one of the most promising and growing issues in the information society, because of the ever-expanding Internet that is bringing online education to people in corporations, institutes of higher education, the government and other sectors. Among the most important tasks carried out by an academic library are the library services available online and those connected with its institution’s purpose (Wilkin & Underwood, 2015).
The development of information technologies has deeply changed nearly every aspect of human living, especially now that the online world of social networks and electronic/ online learning has been explored (Haliso, 2011). The same is true of libraries, which have successfully adapted their online activity, taking opportunities to meet the users’
contemporary requirements and needs. Darch and de Jager (2012) claim that among the most important tasks carried out by an academic library are those connected with its educational function. As an entity supporting higher education and world-class research output, the library plays a significant role in providing access to literature and information sources connected to curriculums and research (Darch & de Jager, 2012).
To be equivalent with this social conversion, libraries, particularly university libraries, need virtual spaces that allow users to interact with electronic information (Sanches, 2016).
The challenges posed by these social and technological changes have forced universities and libraries to adapt. An academic library, faculty, and academic-development department which manage e-learning may use appropriate technologies to facilitate learning and access to resources and services (Sanches, 2016).
Many university students have laptops, tablets and many other smart digital devices and these gadgets are used to access information in electronic databases and to record notes in a digital format (Laurillard & Alex, 2013). The iPad has made its debut, significantly changing the educational technology landscape by becoming a major player in the field and opening the door for other tablet computing technologies (Cassidy et al., 2014). In
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addition to exploring students' interactions with technologies, educators and librarians are scratching below the surface, in exploring digital content, as academic libraries will continue to be impacted by changing technologies and related standards, including mobile devices (Saunders, 2015).
In order to capitalise on the idea of continuous instant access and active engagement with students, technologies such as instant messaging, cellphone applications, e-readers, social networking, RSS feeds and podcasts can be used. In today’s context of higher education, the Web is a tool for virtual teaming and collaboration, critical thinking, and enhanced student engagement (Dhamdhere, 2012). Technology allows learners to get their information wherever they are and whenever they want. Dating back as far as 2006 the growth in e-learning, where education was delivered and supported through computer networks such as the Internet, posed new challenges for library services (Pinto & Little, 2014). New information and communication technologies, as well as new educational models, required librarians to re-evaluate the way they developed, managed and delivered resources and services (Mgquba & Underwood, 2016).
According to Dhamdhere (2012), there are many different types of tools and technologies available for teaching and learning such as learning management systems, for example Moodle, Blackboard and many others. These systems are used for creating and delivering training through a structured delivery system. They allow more students to engage in exciting new ways, by reaching them on their terms through their devices and connecting more effectively, keeping students informed, involved, and collaborating (Cassidy et al., 2014). Bozalek et al. (2013) argue that emerging technologies that offer opportunities for effective e-learning platforms are those that promote collaboration, such as online databases, social networking tools and referencing tools. An e-learning environment can provide both students and faculties with a sustainable footing and continuous access to knowledge, course content, information resources, and services – all from an integrated service point (Chang, 2013). As with any new technology which brings with it a number of issues relating to social implementation and use, e-learning is no exception (Haythornthwaite, Andrews, Fransman & Meyers, 2016).
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