© Kamla-Raj 2015 J Communication, 6(1): 172-181 (2015) Using E-learning Support as a Sustainable Communication Tool Noor Ally, Deonarain Brijlall, Surversperi Suryakumari Rajah, David Day, Adhir Maharaj and Darren Lortan Department of Mathematics, Durban University of Technology, South Africa KEYWORDS Mathematics Performance. Domains of Sustainability. Interactive E-environment ABSTRACT A great emphasis is placed on improving students’ mathematics performance levels in the South African higher education institutions. In the main study, the researchers will develop and explore the impact e- learning support materials have on a group of engineering students at a South African University of Technology. The researchers designed a basic mathematics pre-test to identify areas of weaknesses and strengths. In this paper (which is part of a broader study), the researchers identify those areas of concern and provide a rationale for e- learning as a sustainable communication tool. The researchers adopted the domains of sustainable learning as a conceptual framework. It was found that the previous study findings, the availability of e-learning resources and the analysis of data all satisfy the demands of the three domains of sustainable learning. With these findings, the researchers deduced that e-learning can be adopted as a sustainable tool to communicate effective mathematics learning. Address for correspondence: Deonarain Brijlall Professor 37 Halpin Avenue Reservoir Hills 4091, South Africa Telephone: 031-3532126 E-mail: deonarainb@dut.ac.za INTRODUCTION National Benchmarking Tests (NBTs) that are written by the Durban University of Technolo- gy (DUT) students across all programs, which are serviced by the Mathematics Unit, have re- vealed a low level of preparedness in Basic Math- ematics for higher education. Brijlall and Maha- raj (2015) and Maharaj et al. (2015) have explored ways in which they thought they could address this low level of preparedness in Basic Mathe- matics. While the issue of remedying this seri- ous problem lies firstly at the Basic Education level, Higher Education institutions cannot ig- nore the consequences of this situation, which present themselves with the accepted entry-lev- el student cohort. Such students are at risk of failure in Mathematics in their first year of study and hence, require assistance early in their ter- tiary studies. To improve conceptual understanding and competencies in these prior learning areas, in- terventions have to be made outside of the lec- tures. Previously, such interventions included additional tutorials during the week as well as on Saturdays. However, feedback from tutors and lecturers supervising such interventions indicated that students focused on the content discussed during lectures as well as revision of work in preparation for minor and major tests and not on improving basic mathematical skills. Given the time constraints during normal con- tact hours this is expected, since students are not directly tested on these prior learning areas and would hence, give importance to new work. In this scenario, e-learning presents a suit- able vehicle for implementing interventions out- side of lectures and might be an effective com- munication tool for developing the students’ conceptual understanding and procedural flu- ency in Basic Mathematics. It is proposed that “at risk” students be identified and inducted in a pathfinder project using e-learning as the pri- mary mode of delivery for academic support in Basic Mathematics. In this study, the research- ers used e-learning support materials to promote independent learning. This paper is different from the study by Tsuei (2014) who used a peer tutor- ing e-learning system to mediate mathematics learning for learners with learning disabilities. The incorporation of e-learning would be examined over a long period in terms of,  Design of learning, teaching and assess- ment material with Mathematical content.  Communication through electronic devices between learners and tutors/lecturers in for- mats, which include Mathematical symbols and text.  Multiple online assessments in an interac- tive e-environment with instant feedback and tutorial support.