The adoption of social media in e-learning signals the end of distance education as we know it in higher education. However, it appears to have very little impact on the way in which open and distance learning (ODL) institutions are functioning. Earlier research suggests that a significant part of the explanation for the slow uptake of social media in e-learning lies outside of conventional factors attributed to distance learning reforms.This research used the conceptual framework for online collaborative learning (OCL) in higher education.Social media such as blogs, wikis, Skype or Google Hangout, Facebook; and even mobile apps, such as WhatsApp; could facilitate deep learning and the creation of knowledge in e-learning at higher educational institutions.This metasynthesis is an interpretative integration of peer-reviewed qualitative research findings on social media in e-learning. It includes a synthesis of data, research methods, and theories used to investigate social media in e-learning. Seven themes emerged from the data which have been recrafted into a framework for social media in e-learning as the final product. The proposed framework could be useful to instructional designers and academics who are interested in using modern learning theories and want to adopt social media in e-learning in higher education as a deep learning strategy.

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Scrum has been the most widely adopted Agile methodology over the past decade with Scrum and Scrum variants offering alternatives to the old software development methods. While Scrum plays an important role in the success of Agile development, it does come with its own challenges. In previous research challenges have been analyzed at the organizational and team level, primarily via case studies. However, fundamentally, Scrum needs to be adopted at the individual level. Furthermore, challenges such as inexperience, poor communication, specialization, lack of teamwork, low-quality, organizational culture and Scrum compatibility, have been identified as contributors. This paper therefore discusses the Scrum and Agile adoption challenges faced both globally as well as within the South African borders, from the findings of a narrative review. Secondly, a custom model adapted from the Diffusion of Innovation theoretical model was developed to detect the Scrum adoption challenges experienced within software organizations at the individual level. The custom model referred to as the Scrum Adoption Challenges Detection Model (SACDM) consists of four constructs, namely; individual factors, team factors, organizational factors and technology factors. The constructs are composed of nineteen independent variables that assists in understanding which factors contributes towards an individual either adopting or rejecting Scrum within a software organization. SACDM is therefore used to detect the adoption or rejection of Scrum as the dependent variable based on the independent variables being tested within the four constructs. The model can further be used with a survey questionnaire to provide generalized awareness of Scrum adoption challenges allowing software organizations to make more informed decisions when adopting Scrum. Future research is to allow the model to contribute towards Scrum adoption challenges predictive analysis.

 Abstract-The development of educational software cannot be improved without a full understanding of methodologies, techniques, and cultural factors that inform the system development process. In education, technology has become a crucial tool. Computer-based technology brings a positive change, increasing knowledge and information sharing. The software crisis remains an issue in the software development industry. Although several articles have been published to address this problem, no solution has been found. Incorporation of culture into e-learning system cannot be neglected because it can enhance the use of e-learning content and services effectively. This study explores how culture can be captured during e-learning system design in South Africa (SA). SA is a country with eleven (11) official languages and different cultural practices spreading across nine (9) provinces. The study proposes that choice, use and effectiveness of e-learning systems is influenced by these languages and the associated cultures. The current e-learning environment provides a one size fits all type of framework where differences in the cultural background of learners are not considered. To consider difference in culture, a new e-learning framework that will capture these differences is needed. This paper provides a conceptual e-Learning System Development Framework (e-LSDF) which can be used by e-learning system developers in capturing cultural differences in society during the development of e-learning systems.Nehemiah Mavetera was born in Gutu, Zimbabwe in 1969. He is an associate professor in information systems, a master and PhD internal and external examiner, an editor, reviewer of journal and conference papers in this field. Currently he is also a director of the School of Economic and Decision Sciences. He is a holder of a PhD in information technology from the University of Pretoria, a master in geoinformation science and earth observation specializing in cadastre and land administration from ITC, University of Twente in the Netherlands and a BSc (honors) engineering degree in surveying from University of Zimbabwe.Ernest Mnkandla held an honors degree in the field of electrical engineering from the University of Zimbabwe, Harare, Zimbabwe in 1992, an MSc degree in computer science from the National University of Science and Technology, Bulawayo, Zimbabwe in 1997, and a PhD in electrical and information engineering from the University of the Witwatersrand, Johannesburg, South Africa, 2008. His research interests are software engineering, software project management with specific focus on software quality management. He is currently an associate professor at

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