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Exploring Sustainability of Online Teaching and Learning in Open and Distance eLearning: The Case of a Higher Education Institution in Lesotho
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Abstract
Open and Distance e-Learning (ODeL) has been recognized for its potential to bridge educational gaps in higher education. However, challenges associated with the digital divide in the context of Lesotho and other sub-Saharan African countries pose a threat to sustainable online learning. Guided by the Community of Practice (CoP) theory, a case study of one Higher Education Institution (HEI) in Lesotho was conducted in exploring the sustainability of Online Teaching and Learning (OTL) in ODeL programmes. A thematic analysis of data collected from students, instructors, and administrators identified key challenges, including financial constraints, inadequate training for both students and academics, and delayed student registration, which contributed to the underutilization of Information and Communication Technologies (ICTs). Notwithstanding the identified challenges, online platforms such as WhatsApp, email accessed via smartphones and computers facilitated meaningful communication and collaboration. The article concluded that OTL in ODeL programmes of the HEI was, to a certain extent, sustainable as the required ICT infrastructure, resources, and competencies were evidenced, though limited. Targeted strategies, including subsidizing data costs, providing digital literacy training, and streamlining administrative processes are however recommended. Furthermore, the existing blended learning model, which combined face-to-face interactions with virtual spaces seemed to bolster social presence, motivation, and the development of resilient and sustainable learning communities.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 7586
Country
Lesotho
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)