The advancement of technology has reorganised how we live, how we communicate and how we learn. Learning has changed to a continual process in which knowledge transforms into something of meaning through connections between sources of information and the formation of useful patterns. In contradiction to traditional theories, learning can result from social interaction, implying that learning can be envisaged as connectivity, because people derive skills and competencies from forming connections with outside sources while focusing on connecting specialised information sets. This has altering implications for the way that lecturers teach university students. This article illustrates how the process appreciative inquiry was applied to restructure a division that facilitates e-learning at a South African university to accommodate the changing learning needs of students. (Contains 2 figures and 1 table.)