Towards a Model for Supporting Distance Education Lecturers in the Design and Development of Online Learning Courses

Anneke Venter; Estelle Van Rensburg; Poomoney Govender

doi:10.25159/2663-5895/17177

Authors

Anneke Venter University of South Africa https://orcid.org/0000-0001-8969-5408
Estelle Van Rensburg Unisa
Poomoney Govender University of South Africa https://orcid.org/0000-0003-2640-0275

DOI:

https://doi.org/10.25159/2663-5895/17177

Keywords:

lecturer support model, lecturer support, online course development, collaborative course design, instructional design

Abstract

The University of South Africa (UNISA), South Africa’s largest provider of open distance e-learning (ODeL), is transitioning from a correspondence-based model to a fully digital student learning environment by 2030. While collaborative course development teams have provided various forms of support during this shift, there has been limited systematic research into how lecturers themselves perceive this support. This exploratory qualitative study gathered insights from UNISA lecturers through focus group interviews to better understand their experiences and to propose a model for ODeL lecturer support in online course development. Findings indicate that while collaborative teams and peer networks play a critical role, institutional challenges—including inconsistent service, lack of training customisation, and insufficient planning—impede the process. The resulting support model integrates these perspectives and offers a scalable, quality-enhancing framework for institutions engaged in distance education transformation.

Author Biographies

Anneke Venter, University of South Africa

Education consultant, Directorate of Curriculum Development and Transformation, Unisa

Poomoney Govender, University of South Africa

Education consultant, Directorate Curriculum Development and Transformation, Unisa

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