This study reports on the use of online assessments in English for an Educational Development mod... more This study reports on the use of online assessments in English for an Educational Development module for law students at the University of the Western Cape, South Africa. It highlights the benefits of using the method of an online test to manage and enable learning by reflection in a large class setting. The design and development of online materials and assessment activities is based on a theoretical and conceptual framework that stems from the main schools of learning, namely behaviourism, cognitivism, and constructivism, and alternative assessment. Upon the completion of the course, a survey of 12 questions was given to 530 students to determine the benefits and challenges they experienced while completing their online test within a formative and reflective context. The adoption of e-Learning practices to enhance teaching and learning was explored and has shown its advantages. Results revealed that this method enables students to engage with learning materials, stay motivated, and test their own understanding of meaningful knowledge in the English language especially in the Law context. It is evident that the use of online methods for testing are beneficial for a large class context as in this case. It makes the learning and management thereof easier for both the learner and educator and accommodates different learning styles. Apart from the advantages, the findings of this study included some ethical and technical challenges and disadvantages of online assessments.
In these times of economic distress, jobs are scarce, and unemployed workers (who can afford it) ... more In these times of economic distress, jobs are scarce, and unemployed workers (who can afford it) are entering college and university programs to upgrade their skills and prepare themselves for new professions. Many lost jobs will never be replaced because of changes wrought by technology and competition from emerging economies such as China. These changes provide opportunities for entrepreneurs, but spell death to the world as we knew it. The economics have changed, the politics have changed, and what made us successful yesterday may fail us now or in the world of tomorrow. Never has education been more important to facilitate positive change and growth. Yet education too has fallen victim to scarcity of resources.
British Journal of Education, Society & Behavioural Science, 2015
This study details a Digital Story Community Project undertaken by the Centre for Innovative Educ... more This study details a Digital Story Community Project undertaken by the Centre for Innovative Education and Communication Technologies of the University of the Western Cape, which took place in George (South Africa) in November 2014. The aim was to explore, via digital stories, the authentic needs of vulnerable community sectors by engaging with representatives, leaders and activists from those sectors, while equipping them in turn with transferable skills in the production of digital stories. Digital stories proved to be an excellent tool for community need identification, while simultaneously building digital skills among community members in a range of areas such as storyboarding, script writing, image preparation, and voice recording. A Sociocultural Constructionist and Asset-Based Community Development theoretical approach underpinned this research and proved an excellent fit for the creation of community narratives. A mixed methodology was adopted in this empirical study, relying primarily on qualitative data with quantitative support. Qualitative measures include pre-and post-survey questionnaires, facilitators' observations during the Original Research Article
The exponential growth of eLearning at the University of the Western Cape (UWC) has also come wit... more The exponential growth of eLearning at the University of the Western Cape (UWC) has also come with exponential pain; specifically in the area of dedicated back-end support. An eLearning front-end support domain has been the main driver for growing eLearning initiatives in a ...
This paper presents the findings of both qualitative and quantitative case study research of the ... more This paper presents the findings of both qualitative and quantitative case study research of the implementation of a blended eLearning course for Science educators in the Eastern Cape, Mthatha. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape (UWC) designed and developed a course, namely: "Designing an Instructional Event", registered with the South African Quality Authority (SAQA) at a National Qualification Framework (NQF), Level 6. This course was offered in collaboration with the Education Faculty, for the Bachelor of Education (Honours) (BEd Hons) Programme; specifically Science Education. The researchers highlight the importance of the provision of extensive facilitation and support by the CIECT team, in order to motivate the educators (full-time working professionals) to become selfdirected learners. In this case, the educators were expected to complete activities; and design an online environment to enhance their Science instruction. Considerable challenges were faced by the facilitators and educators due to limited infrastructure; and a lack of commitment by some participants to commit to the completion of tasks.
In this context specific reflection on an annual eLearning Colloquia hosted by the Centre for Inn... more In this context specific reflection on an annual eLearning Colloquia hosted by the Centre for Innovative Education and Communication Technologies (CIECT) at the University of the Western Cape (UWC), in Cape Town, South Africa; the researchers explore how the colloquia contributed to the institutional Community of Practice (CoP). Furthermore, it highlights the shifts in the institutional discourse on blended teaching and learning practices over an eight year period. The paper showcases CIECT’s efforts in driving the effective use of eTools to increase awareness and understanding of concepts such as agency, culture and structure. This awareness is critical in a post-modern Higher Education (HE) setting where the need to create a knowledge-intensive institutional culture exists. The human agents are central to the formation of a sustainable CoP which contributes to effective teaching and learning practices. Secondary data was used for the study and non-probability, purposive sampling r...
The Facilitation and Support of a Blended e-Learning Course for Science Educators in a Rural Setting, South Africa, Oct 2013
This paper presents the findings of both qualitative and quantitative case study research of the ... more This paper presents the findings of both qualitative and quantitative case study research of the implementation of a blended eLearning course for Science educators in the Eastern Cape, Mthatha. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape (UWC) designed and developed a course, namely: “Designing an Instructional Event”, registered with the South African Quality Authority (SAQA) at a National Qualification Framework (NQF), Level 6. This course was offered in collaboration with the Education Faculty, for the Bachelor of Education (Honours) (BEd Hons) Programme; specifically Science Education. The researchers highlight the importance of the provision of extensive facilitation and support by the CIECT team, in order to motivate the educators (full-time working professionals) to become self-directed learners. In this case, the educators were expected to complete activities; and design an online environment to enhance their Science instruction. Considerable challenges were faced by the facilitators and educators due to limited infrastructure; and a lack of commitment by some participants to commit to the completion of tasks.
Exponential Growth and Pain: Implementing eLearning at a Higher Education Institution, Jun 2011
The use of technology in higher education has realized unprecedented developments across the glob... more The use of technology in higher education has realized unprecedented developments across the globe. This has resulted in educational institutions committing much resources and time to enhance their infrastructure in readiness for the increased demand for education, improved modes of delivery and the unprecedented influx of students seeking skills for the job market. This has resulted in exponential growth of the application of e-learning within Higher Education Institutions (HEIs).
The exponential growth of eLearning at the University of the Western Cape (UWC) has also come with exponential pain; specifically in the area of dedicated back-end support. An eLearning front-end support domain has been the main driver for growing eLearning initiatives in a unique environment, where there has been a strong sponsorship for a home-grown open source Learning Management System (LMS). Conversely, this support unit has experienced a lack of a sound infrastructural foundation; including the lack of processes and management thereof. In this specific case, an analysis of collated documentation from 2005 to 2010, with regards to LMS bug and feature requests; and several appeals for sound infrastructural support, is presented. The study notes that a lack of sound back-end LMS management processes for an open source home-grown system could lead to a break-down of the eLearning front-end support structure. The paper provides lessons of experience in addressing challenges raised.
eLearning at a higher education institution: Exponential growth and pain
The exponential growth of eLearning at the University of the Western Cape (UWC) has also come wit... more The exponential growth of eLearning at the University of the Western Cape (UWC) has also come with exponential pain; specifically in the area of dedicated back-end support. An eLearning front-end support domain has been the main driver for growing eLearning initiatives in a unique environment, where there has been a strong sponsorship for a home-grown open source Learning Management System (LMS). Conversely, this support unit has been subjected to a lack of a sound infrastructural foundation; including the lack of processes and management thereof. In this specific case, an analysis of collated documentation (2005-2010), with regards to LMS bug and feature requests; and several appeals for sound infrastructural support is presented. The study uncovers that a lack of sound back-end LMS management processes for an open source home-grown system could lead to a break-down of the eLearning front-end support structure. The paper provides lessons of experience in addressing challenges raised.
Lessons Learnt: Support Interventions during a Blended Course for Teacher-Educators from Urban and Rural Settings, May 15, 2014
This comparative case study research focused on the design and delivery of a blended Programme fo... more This comparative case study research focused on the design and delivery of a blended Programme for professional working teacher-educators from both urban and rural settings. The overall purpose of the Programme was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure; critical face-to-face interaction; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies; and personal barriers which hinder Programme commitment.
ABSTRACT This comparative case study research focused on the design and delivery of a blended Pro... more ABSTRACT This comparative case study research focused on the design and delivery of a blended Programme for profes-sional working teacher-educators from both urban and rural settings. The overall purpose of the Programme was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure ; critical face-to-face interaction ; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies ; and personal barriers which hinder Programme commitment.
Community Digital Story Project: George Community Needs, Feb 14, 2015
This study details a Digital Story Community Project undertaken by the Centre for Innovative Educ... more This study details a Digital Story Community Project undertaken by the Centre for Innovative Education and Communication Technologies of the University of the Western Cape, which took place in George (South Africa) in November 2014. The aim was to explore, via digital stories, the authentic needs of vulnerable community sectors by engaging with representatives, leaders and activists from those sectors, while equipping them in turn with transferable skills in the production of digital stories. Digital stories proved to be an excellent tool for community need identification, while simultaneously building digital skills among community members in a range of areas such as storyboarding, script writing, image preparation, and voice recording. A Sociocultural Constructionist and Asset-Based Community Development theoretical approach underpinned this research and proved an excellent fit for the creation of community narratives. A mixed methodology was adopted in this empirical study, relying primarily on qualitative data with quantitative support. Qualitative measures include pre- and post-survey questionnaires, facilitators’ observations during the workshop, participant feedback within an online discussion forum, as well as the perceived impact and application of digital stories. The skills attained, community needs and solutions produced, and the potential contribution of ICTs in these are also discussed. Supporting quantitative measures are drawn from an analysis of responses to the pre-and post-survey questionnaires and attendance numbers during the workshop. Identified needs clustered around four interrelated themes: youth, economic challenges, substance abuse, and healthcare. The use of digital stories in identifying community needs, in a theoretically sound manner, is recommended in future research focusing on community development. It is no longer possible or desirable to speak on behalf of communities in relation to their development needs, and the digital story eTool is appropriate for obtaining authentic community data, while building skills.
This study reports on the use of online assessments in English for an Educational Development mod... more This study reports on the use of online assessments in English for an Educational Development module for law students at the University of the Western Cape, South Africa. It highlights the benefits of using the method of an online test to manage and enable learning by reflection in a large class setting. The design and development of online materials and assessment activities is based on a theoretical and conceptual framework that stems from the main schools of learning, namely behaviourism, cognitivism, and constructivism, and alternative assessment. Upon the completion of the course, a survey of 12 questions was given to 530 students to determine the benefits and challenges they experienced while completing their online test within a formative and reflective context. The adoption of e-Learning practices to enhance teaching and learning was explored and has shown its advantages. Results revealed that this method enables students to engage with learning materials, stay motivated, and test their own understanding of meaningful knowledge in the English language especially in the Law context. It is evident that the use of online methods for testing are beneficial for a large class context as in this case. It makes the learning and management thereof easier for both the learner and educator and accommodates different learning styles. Apart from the advantages, the findings of this study included some ethical and technical challenges and disadvantages of online assessments.
In these times of economic distress, jobs are scarce, and unemployed workers (who can afford it) ... more In these times of economic distress, jobs are scarce, and unemployed workers (who can afford it) are entering college and university programs to upgrade their skills and prepare themselves for new professions. Many lost jobs will never be replaced because of changes wrought by technology and competition from emerging economies such as China. These changes provide opportunities for entrepreneurs, but spell death to the world as we knew it. The economics have changed, the politics have changed, and what made us successful yesterday may fail us now or in the world of tomorrow. Never has education been more important to facilitate positive change and growth. Yet education too has fallen victim to scarcity of resources.
British Journal of Education, Society & Behavioural Science, 2015
This study details a Digital Story Community Project undertaken by the Centre for Innovative Educ... more This study details a Digital Story Community Project undertaken by the Centre for Innovative Education and Communication Technologies of the University of the Western Cape, which took place in George (South Africa) in November 2014. The aim was to explore, via digital stories, the authentic needs of vulnerable community sectors by engaging with representatives, leaders and activists from those sectors, while equipping them in turn with transferable skills in the production of digital stories. Digital stories proved to be an excellent tool for community need identification, while simultaneously building digital skills among community members in a range of areas such as storyboarding, script writing, image preparation, and voice recording. A Sociocultural Constructionist and Asset-Based Community Development theoretical approach underpinned this research and proved an excellent fit for the creation of community narratives. A mixed methodology was adopted in this empirical study, relying primarily on qualitative data with quantitative support. Qualitative measures include pre-and post-survey questionnaires, facilitators' observations during the Original Research Article
The exponential growth of eLearning at the University of the Western Cape (UWC) has also come wit... more The exponential growth of eLearning at the University of the Western Cape (UWC) has also come with exponential pain; specifically in the area of dedicated back-end support. An eLearning front-end support domain has been the main driver for growing eLearning initiatives in a ...
This paper presents the findings of both qualitative and quantitative case study research of the ... more This paper presents the findings of both qualitative and quantitative case study research of the implementation of a blended eLearning course for Science educators in the Eastern Cape, Mthatha. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape (UWC) designed and developed a course, namely: "Designing an Instructional Event", registered with the South African Quality Authority (SAQA) at a National Qualification Framework (NQF), Level 6. This course was offered in collaboration with the Education Faculty, for the Bachelor of Education (Honours) (BEd Hons) Programme; specifically Science Education. The researchers highlight the importance of the provision of extensive facilitation and support by the CIECT team, in order to motivate the educators (full-time working professionals) to become selfdirected learners. In this case, the educators were expected to complete activities; and design an online environment to enhance their Science instruction. Considerable challenges were faced by the facilitators and educators due to limited infrastructure; and a lack of commitment by some participants to commit to the completion of tasks.
In this context specific reflection on an annual eLearning Colloquia hosted by the Centre for Inn... more In this context specific reflection on an annual eLearning Colloquia hosted by the Centre for Innovative Education and Communication Technologies (CIECT) at the University of the Western Cape (UWC), in Cape Town, South Africa; the researchers explore how the colloquia contributed to the institutional Community of Practice (CoP). Furthermore, it highlights the shifts in the institutional discourse on blended teaching and learning practices over an eight year period. The paper showcases CIECT’s efforts in driving the effective use of eTools to increase awareness and understanding of concepts such as agency, culture and structure. This awareness is critical in a post-modern Higher Education (HE) setting where the need to create a knowledge-intensive institutional culture exists. The human agents are central to the formation of a sustainable CoP which contributes to effective teaching and learning practices. Secondary data was used for the study and non-probability, purposive sampling r...
The Facilitation and Support of a Blended e-Learning Course for Science Educators in a Rural Setting, South Africa, Oct 2013
This paper presents the findings of both qualitative and quantitative case study research of the ... more This paper presents the findings of both qualitative and quantitative case study research of the implementation of a blended eLearning course for Science educators in the Eastern Cape, Mthatha. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape (UWC) designed and developed a course, namely: “Designing an Instructional Event”, registered with the South African Quality Authority (SAQA) at a National Qualification Framework (NQF), Level 6. This course was offered in collaboration with the Education Faculty, for the Bachelor of Education (Honours) (BEd Hons) Programme; specifically Science Education. The researchers highlight the importance of the provision of extensive facilitation and support by the CIECT team, in order to motivate the educators (full-time working professionals) to become self-directed learners. In this case, the educators were expected to complete activities; and design an online environment to enhance their Science instruction. Considerable challenges were faced by the facilitators and educators due to limited infrastructure; and a lack of commitment by some participants to commit to the completion of tasks.
Exponential Growth and Pain: Implementing eLearning at a Higher Education Institution, Jun 2011
The use of technology in higher education has realized unprecedented developments across the glob... more The use of technology in higher education has realized unprecedented developments across the globe. This has resulted in educational institutions committing much resources and time to enhance their infrastructure in readiness for the increased demand for education, improved modes of delivery and the unprecedented influx of students seeking skills for the job market. This has resulted in exponential growth of the application of e-learning within Higher Education Institutions (HEIs).
The exponential growth of eLearning at the University of the Western Cape (UWC) has also come with exponential pain; specifically in the area of dedicated back-end support. An eLearning front-end support domain has been the main driver for growing eLearning initiatives in a unique environment, where there has been a strong sponsorship for a home-grown open source Learning Management System (LMS). Conversely, this support unit has experienced a lack of a sound infrastructural foundation; including the lack of processes and management thereof. In this specific case, an analysis of collated documentation from 2005 to 2010, with regards to LMS bug and feature requests; and several appeals for sound infrastructural support, is presented. The study notes that a lack of sound back-end LMS management processes for an open source home-grown system could lead to a break-down of the eLearning front-end support structure. The paper provides lessons of experience in addressing challenges raised.
eLearning at a higher education institution: Exponential growth and pain
The exponential growth of eLearning at the University of the Western Cape (UWC) has also come wit... more The exponential growth of eLearning at the University of the Western Cape (UWC) has also come with exponential pain; specifically in the area of dedicated back-end support. An eLearning front-end support domain has been the main driver for growing eLearning initiatives in a unique environment, where there has been a strong sponsorship for a home-grown open source Learning Management System (LMS). Conversely, this support unit has been subjected to a lack of a sound infrastructural foundation; including the lack of processes and management thereof. In this specific case, an analysis of collated documentation (2005-2010), with regards to LMS bug and feature requests; and several appeals for sound infrastructural support is presented. The study uncovers that a lack of sound back-end LMS management processes for an open source home-grown system could lead to a break-down of the eLearning front-end support structure. The paper provides lessons of experience in addressing challenges raised.
Lessons Learnt: Support Interventions during a Blended Course for Teacher-Educators from Urban and Rural Settings, May 15, 2014
This comparative case study research focused on the design and delivery of a blended Programme fo... more This comparative case study research focused on the design and delivery of a blended Programme for professional working teacher-educators from both urban and rural settings. The overall purpose of the Programme was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure; critical face-to-face interaction; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies; and personal barriers which hinder Programme commitment.
ABSTRACT This comparative case study research focused on the design and delivery of a blended Pro... more ABSTRACT This comparative case study research focused on the design and delivery of a blended Programme for profes-sional working teacher-educators from both urban and rural settings. The overall purpose of the Programme was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure ; critical face-to-face interaction ; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies ; and personal barriers which hinder Programme commitment.
Community Digital Story Project: George Community Needs, Feb 14, 2015
This study details a Digital Story Community Project undertaken by the Centre for Innovative Educ... more This study details a Digital Story Community Project undertaken by the Centre for Innovative Education and Communication Technologies of the University of the Western Cape, which took place in George (South Africa) in November 2014. The aim was to explore, via digital stories, the authentic needs of vulnerable community sectors by engaging with representatives, leaders and activists from those sectors, while equipping them in turn with transferable skills in the production of digital stories. Digital stories proved to be an excellent tool for community need identification, while simultaneously building digital skills among community members in a range of areas such as storyboarding, script writing, image preparation, and voice recording. A Sociocultural Constructionist and Asset-Based Community Development theoretical approach underpinned this research and proved an excellent fit for the creation of community narratives. A mixed methodology was adopted in this empirical study, relying primarily on qualitative data with quantitative support. Qualitative measures include pre- and post-survey questionnaires, facilitators’ observations during the workshop, participant feedback within an online discussion forum, as well as the perceived impact and application of digital stories. The skills attained, community needs and solutions produced, and the potential contribution of ICTs in these are also discussed. Supporting quantitative measures are drawn from an analysis of responses to the pre-and post-survey questionnaires and attendance numbers during the workshop. Identified needs clustered around four interrelated themes: youth, economic challenges, substance abuse, and healthcare. The use of digital stories in identifying community needs, in a theoretically sound manner, is recommended in future research focusing on community development. It is no longer possible or desirable to speak on behalf of communities in relation to their development needs, and the digital story eTool is appropriate for obtaining authentic community data, while building skills.
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Papers by Norina Braaf
The exponential growth of eLearning at the University of the Western Cape (UWC) has also come with exponential pain; specifically in the area of dedicated back-end support. An eLearning front-end support domain has been the main driver for growing eLearning initiatives in a unique environment, where there has been a strong sponsorship for a home-grown open source Learning Management System (LMS). Conversely, this support unit has experienced a lack of a sound infrastructural foundation; including the lack of processes and management thereof. In this specific case, an analysis of collated documentation from 2005 to 2010, with regards to LMS bug and feature requests; and several appeals for sound infrastructural support, is presented. The study notes that a lack of sound back-end LMS management processes for an open source home-grown system could lead to a break-down of the eLearning front-end support structure. The paper provides lessons of experience in addressing challenges raised.
(ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure; critical face-to-face interaction; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies; and personal barriers which hinder Programme commitment.
The exponential growth of eLearning at the University of the Western Cape (UWC) has also come with exponential pain; specifically in the area of dedicated back-end support. An eLearning front-end support domain has been the main driver for growing eLearning initiatives in a unique environment, where there has been a strong sponsorship for a home-grown open source Learning Management System (LMS). Conversely, this support unit has experienced a lack of a sound infrastructural foundation; including the lack of processes and management thereof. In this specific case, an analysis of collated documentation from 2005 to 2010, with regards to LMS bug and feature requests; and several appeals for sound infrastructural support, is presented. The study notes that a lack of sound back-end LMS management processes for an open source home-grown system could lead to a break-down of the eLearning front-end support structure. The paper provides lessons of experience in addressing challenges raised.
(ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure; critical face-to-face interaction; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies; and personal barriers which hinder Programme commitment.