Introduction The Hyperwave eLearning Suite is a novel technological solution that combines education with knowledge management. In addition, this course-management system facilitates the continuous transfer of knowledge and information among students at any place or time (Liu & Wang 2009). Falvo and Johnson (2007) have noted that the virtual classroom allows teachers and students. The convenience of the eLearning tool allows learners to access course content and materials on demand. The Hyperwave eLearning Suite conveys corporate memory, as well as the knowledge of an organization that is didactically logical (Davies & Graff 2005). The elemental objective of the Hyperwave eLearning Suite is to facilitate the transfer of corporate knowledge. These tools achieve this goal in a didactically and logical manner. The eLearning Suite accomplishes this objective by integrating with the Hyperwave eKnowledge Portal. These tools facilitate effectual learning by availing applications and information to the end-users (Liu & Whang 2009). The Hyperwave eLearning Suite employs two primary approaches:   * Aptitude-Treatment Interaction (ATI) Approach: The principal tenet of this model is that the effectiveness of instructional strategies depends on the learners’ specific abilities. According to ATI, optimal learning occurs when the instruction matches exactly with the learners’ aptitude (Shute & Towle 2003).   * The Micro-Adaptive Approach: This adaptive process allows trainers to select instructional alternatives. Such options may include the delivery system, levels of detail and learning objectives. The selection of these components considers the learning abilities, achievement and goals of the learners (Shute & Towle 2003).   * Constructivist-Collaborative Approach: The focus of the constructivist classroom shifts from the teacher to the student. This model encourages students to be active participants in the learning processes rather than passive spectators. The students’ thoughts and contributions are valid even if they do not make sense (Shute & Towle 2003). The combination of these approaches ensures that the e-learning supports didactical and pedagogical aspects. These issues are essential in determining the efficiency of both learning and teaching processes. The main argument is that computers and their associated software do not improve an individual’s learning process (Yu, Zhang & Chen 2006). On the contrary, these systems only act as mediums and facilitators. As such, the educational outcomes mandate the learner to be willing and motivated to take advantage of these tools (Astani, Ready & Duplaga 2010). A Review of Literature The adoption of web-based training and learning by companies and educational institutions provides a myriad of benefits. According to Dobbs, Ward and Del Carmen (2009), e-learning has emerged as one of the most viable education tools in the contemporary society. The overall advantage of e-learning tools is that they support robust interactions with multiple media contents, which enhances performance and productivity (Dykman & Davis 2008). The review of the current literature has identified the following as the primary advantages of web-based learning:   * The internet-based learning is flexible since it allows students and teachers to interact at any time and place. Forman (2011) has noted that companies save money by training