The mandatory phasing in of the Moodle learning environment within South African universities has met with a variety of uptake challenges. Specifically, Moodle was officially introduced without clear exposition of the underpinning theory, training, and implementation framework for its adoption. This study reports on a qualitative case study drawing from a purposive sampling of two South African universities that have adopted Moodle to support the teaching and learning endeavour. 31 lecturers who have used Moodle within their lectures were selected, drawing their responses and data through reflective activity, Moodle group discussion and one-on-one semi-structured interviews. The analysis was guided by inductive and deductive reasoning, and the study was framed by non-formal, formal, and informal e-learning frameworks. The study revealed that the top-down imposition of mandatory Moodle implementation was resisted by lecturers, hindering uptake, and maximum potential was difficult to measure. In the absence of clear policy directives, the study recommends that the lecturers go beyond the limits and develop their own means of formal, informal and non-formal reflections to gauge the merits or limitations of Moodle. The reflections were harnessed to coin the Equilateral Moodle Reflections framework in order to maximise the potential uptake and use of Moodle in higher education.

南非大学强制性地淘汰Moodle学习环境已经遇到了各种各样的挑战。具体来说，Moodle是在没有明确说明其采用的基础理论，培训和实施框架的情况下正式推出的。本研究报告的定性案例研究是从两所南非大学的有意抽样中得出的，这些大学已经采用了Moodle来支持教学活动。选择了31位在演讲中使用Moodle的讲师，他们通过反思性活动，Moodle小组讨论和一对一的半结构化访谈来汲取他们的反馈和数据。该分析以归纳和演绎推理为指导，而该研究则以非正式，正式和非正式的电子学习框架为框架。研究表明，强制实施Moodle的自上而下的做法遭到了讲师的抵制，阻碍了其吸收，并且最大潜力难以衡量。在缺乏明确的政策指示的情况下，研究建议讲师超越界限，发展自己的形式，非正式和非正式形式的反思手段，以评估Moodle的优缺点。利用这些反思来创造平等的Moodle反思框架，以最大程度地提高高等教育中对Moodle的潜在吸收和使用。非正式和非正式的反思，以衡量Moodle的优缺点。利用这些反思来创造平等的Moodle反思框架，以最大程度地提高高等教育中对Moodle的潜在吸收和使用。非正式和非正式的反思，以衡量Moodle的优缺点。利用这些反思来创造平等的Moodle反思框架，以最大程度地提高高等教育中对Moodle的潜在吸收和使用。