UP COES 2024 Annual Report (digital)

2024 ANNUAL REPORT

Beyond the Screen: Stories of Impact

24 COES ANNUAL REPORT

Beyond the Screen: Stories of Impact

Our theme, ‘Beyond the Screen: Stories of Impact’, highlights the core of Comprehensive Online Education Services (COES) work—using fully online learning to create real, lasting change. This report shares how UPOnline programmes provide students with the knowledge and the tools to make a meaningful difference in their lives and communities.

COES believes that quality education should be accessible to everyone, regardless of geographical location or personal circumstances. Through its UPOnline offering, COES ensures that individuals can conveniently pursue online education from anywhere in the world, breaking down barriers, and opening doors to opportunity.

This is the story of online education in action: impactful, inspiring, and limitless.

Accessibility remains at the heart of our mission. As we shape the University’s new strategy, online learning is firmly positioned as a cornerstone of our approach. The UPOnline programmes embody this focus, enabling students to pursue their studies at UP regardless of their circumstances or location.

UPOnline has significantly advanced the University’s strategic goals, such as increasing postgraduate enrolments and providing opportunities for students that balance work, family, and other commitments. These fully online programmes highlight the transformative potential of digital technologies to break down barriers, broaden access, and create meaningful opportunities for learners worldwide. By aligning with the University’s vision, the UPOnline programmes drive innovation and extend the transformative reach of higher education.

Our Digital Transformation Strategy has reshaped how we operate and deliver value to our students, encouraging the integration of technologies across all areas of the University. This strategic integration ensures that UP

MESSAGE FROM THE VICE-PRINCIPAL: ACADEMIC

Prof Loretta Feris

As we reflect on 2024, I am proud of how the University of Pretoria (UP) continues to innovate and adapt to the evolving landscape of higher education. The Comprehensive Online Education Services (COES) and its UPOnline programmes exemplify our unwavering commitment to making education more accessible, flexible, and impactful.

remains at the forefront of educational excellence in a rapidly changing world.

As we prepare to celebrate five years of UPOnline programmes in 2025, we look forward to further expanding the programme’s reach and impact. These programmes have positioned UP as a preferred institution for students across the continent and beyond, reinforcing our reputation as a leader in online education.

This success would not be possible without the unwavering dedication of the COES team. Their tireless efforts have established UPOnline as a beacon of excellence in fully online education. My deepest gratitude goes to our students, who entrust us with their learning journey, and to our staff, whose passion and commitment bring this vision to life.

Together, we are not only addressing the needs of today’s learners, but also laying a robust foundation for a transformative future in higher education.

“The Comprehensive Online Education Services (COES) and its UPOnline programmes exemplify our unwavering commitment to making education more accessible, flexible, and impactful.”

MESSAGE FROM THE COES DIRECTOR

Prof Linda van Ryneveld

In 2025, Comprehensive Online Education Services (COES) will proudly mark five years of UPOnline programmes: a remarkable milestone that reflects our unwavering commitment to delivering accessible, high-quality online education at the University of Pretoria (UP). It’s been quite an adventure, starting out with the daring idea of fully online learning and evolving into a flourishing part of UPs academic landscape.

Back in January 2018, I was handed what felt like the keys to a brand-new, untested blueprint. It was a chance to build something bold and innovative from the ground up; a bit like being asked to pilot a plane while designing it mid-flight: exciting, nerve-wracking, and full of possibilities. Today, COES is no longer just a concept in motion. It’s a wellestablished and thriving part of UP, with a track record of growth and success that speaks for itself.

Our team has grown substantially, each new addition bringing fresh energy, creativity, and ideas to push our mission forward. Together, we have built on our successes, ensuring that UPOnline offers accessible and flexible learning opportunities for students across South Africa and beyond; students who might not otherwise have the chance to study at our physical campuses.

One of the key highlights of 2024 was undoubtedly the fourth annual Fully Online Distance Education Symposium (FODES) in October. It was a true celebration of the strides online learning has made, bringing together educators and experts from across the globe to share insights, foster

collaboration, and discuss the future of distance education. It was a powerful reminder of how far we have come, and how critical global partnerships are to the success of online learning.

Our UPOnline programmes continue to expand, drawing more students who seek flexible, quality education options that fit into their busy lives. The numbers do not lie—2024 saw a record number of graduates from our fully online courses, a clear indication of the impact we are making. With plans to introduce more programmes and extend our reach even further, the next chapter promises to be equally transformative.

I extend a heartfelt thank you to everyone who has been part of this journey: our UPOnline students, our dedicated COES team, and the broader UP community. Together, we have turned what once seemed like a bold experiment into an enduring triumph.

Here’s to continuing our shared success in the years ahead!

“Together, we’ve built on our successes, ensuring that UPOnline offers accessible and flexible learning opportunities for students across South Africa and beyond.”

The University of Pretoria (UP) has Africa at its heart and aspires to become an African global university that is locally responsive but continental in scope and globally engaged in making a significant contribution to transforming the world. UP is a key contributor to South Africa’s economic growth and social development, exerting influence through three major pathways: teaching, research, and service to society.

Enhance access and successful student learning.

Strengthen the University’s research and international profile.

Optimise resources and enhance institutional sustainability.

Foster and sustain a transformed, inclusive, and equitable University community.

Strengthen the University’s social responsiveness and impact on society.

ABOUT COES

WHO ARE WE?

Comprehensive Online Education Services (COES) is a permanent directorate at the University of Pretoria (UP), dedicated to delivering fully online learning experiences. We are driven by a commitment to accessibility, ensuring that quality education is available to learners across South Africa and beyond. Through our UPOnline offering we provide flexible, world-class learning opportunities that empower students to further their education at their own pace, no matter where they are. With innovation at our core, COES is shaping the future of online education and making it more accessible to a diverse global community.

WHAT DO WE DO?

COES provides a range of high-quality, fully online programmes, including a Postgraduate Diploma in Public Health, a Postgraduate Diploma in Public Management, and a Higher Certificate in Sports Sciences. These programmes are designed to offer the flexibility that today’s students seek in the ever-evolving educational landscape.

OUR MANDATE

Provide access to higher education through fully online distance education

By introducing UPOnline programmes to our qualification mix, the University can provide access to higher education to more students, without the constraints of physical space, addressing the challenge of limited campus capacity.

Leverage advances in technology

UPOnline programmes embrace technology, crucial for providing flexible and accessible education. By harnessing new technologies, the University can bridge the gap for students in remote areas, ensuring inclusive education for all.

National and international reach

By expanding its geographical reach through UPOnline programmes, the University can attract a more diverse student population, enhancing cultural exchange and increasing its international presence.

Support postgraduate and working students

Offering flexible study options caters to the needs of older, working professionals, making it feasible for them to pursue higher education and contribute to their fields, thus boosting postgraduate enrolment.

Generate revenue

Generating additional income through increased student enrolment and state subsidies for UPOnline programmes is vital for financial sustainability, especially in the wake of economic challenges faced by the University.

Emphasise student-centred learning

Implementing UPOnline programmes prioritises the needs of students by providing them with the flexibility to study in a structured manner, at their own pace, and from any location. Student needs are also prioritised by allowing them to pay only for the modules they are taking at the time. This inclusive and supportive approach ensures that all students can succeed and thrive in their educational pursuits.

AT A GLANCE

Established in 2018

14 permanent staff

9 interns

UPOnline programmes

2 fully online postgraduate programmes

1 fully online undergraduate programme

Average time to completion 2 years

Number of UPOnline graduates by programme

PGDip in Public Health: 678

PGDip in Public Management: 178

Student headcount

Postgraduate Diploma (PGDip) in Public Health: 1 848

Postgraduate Diploma (PGDip) in Public Management: 698

Higher Certificate in Sports Sciences: 298

Number of international students in 2024:

PGDip in Public Health: 184

PGDip in Public Management: 22

Higher Certificate in Sports Sciences: 6

Total: 212

Top international countries by programme:

PGDip in Public Health: Lesotho (44), Zimbabwe (40), Eswatini (30), Democratic Republic of Congo (27), Namibia (12)

PGDip in Public Management: Namibia (5), Lesotho (4), Eswatini (2), Malawi (2), Democratic Republic of Congo (2)

Higher Certificate in Sports Sciences: Namibia (2), Zimbabwe (2), Botswana (1), Democratic Republic of Congo (1)

FUTURE READY

VIRTUAL REALITY IN ACTION: A GAME-CHANGING APPROACH TO UPONLINE PROGRAMMES

Dr Mari van Wyk, Senior Learning Designer at Comprehensive Online Education Services (COES), is passionate about turning online learning into an engaging and meaningful experience. Combining her enthusiasm for gamification and interactive learning, Dr van Wyk is spearheading the use of FrameVR within COES to enhance its UPOnline offering.

In a pilot study led by Dr van Wyk, COES partnered with an Extended Reality consultant from Extended Reality Interaction Solutions to create a virtual environment for the research protocol module of the fully online Postgraduate Diploma in Public Health. The study was piloted with two groups: one comprising lecturers, tutors, and COES interns; and the other consisting of final-year Postgraduate Diploma in Public Health students. Engaging in an interactive virtual setting, participants practised decision-making and applied their knowledge, gaining valuable practical experience.

Dr van Wyk explains that, “The virtual reality platform makes it easy to communicate, collaborate, and create in 3D environments right from the web browser. It gives students the chance to experience situations similar to those they will face in their careers.”

Feedback from the pilot study revealed that students appreciated the platform’s immersive and playful elements. “Several participants expressed positive experiences, noting that the platform was a refreshing and engaging way to interact and learn. Some appreciated the unique, game-like environment, which made the task enjoyable and piqued their curiosity. Others highlighted the value of connecting with peers on the platform, feeling motivated by the shared experience.”

The feedback from lecturers, tutors, and COES interns highlighted the importance of clear, accessible instructions.

Dr Mari van Wyk

VIRTUAL CLASSROOMS IN 3D

FrameVR is still being tested, and Dr van Wyk is excited about its potential to enrich fully online learning programmes at UP. Though still in the early stages, she sees endless possibilities for its use across different UPOnline programmes. For example, sports science students can explore virtual gyms, while public health students can step into clinics or community health settings.

Dr van Wyk also highlights the platform’s flexibility as a key strength. Already used by organisations like the University of Massachusetts Media Lab, the Massachusetts Institute of Technology (MIT), and Coca-Cola HBC, FrameVR can be adapted to meet various educational and professional needs.

“In addition to using it for online events and virtual offices, it can be used to build a virtual classroom or entire campus in 3D and give your students an interactive virtual learning environment in the browser.”

For Dr van Wyk, it is not just about using technology –it’s about using it creatively to empower students.

According to Dr van Wyk, “The future of education is about creating experiences that prepare students for realworld challenges.”

BEYOND FRAME VR: DR VAN WYK’S ROLE IN PROMOTING FULLY ONLINE LEARNING AT UP

Dr van Wyk’s impact extends beyond FrameVR. Describing herself as a “conductor of academic chaos”, she blends creativity, innovation, and a touch of gamification to reshape how students engage with online learning. In 2024 alone, Dr van Wyk supervised multiple postgraduate students, co-founded a discussion group for instructional designers, spoke at six events, and co-authored several research publications. Her work reflects a deep commitment to advancing online education, blending technology with pedagogy to create impactful learning experiences.

As an invited speaker, Dr van Wyk has shared insights on topics like using AI in education and designing effective assessments in the digital age. Her research on the perceptions of e-learning and work-integrated learning in online programmes has further cemented her as a thought leader in the field.

Get to know this dynamic learning designer by listening to this AI-generated podcast:

“The future of education is about creating experiences that prepare students for real-world challenges.”

DRIVING INNOVATION IN UPONLINE STUDENT SUPPORT

Student success and retention are key priorities for Comprehensive Online Education Services (COES). From the moment students apply for UPOnline programmes to the moment they graduate, COES provides the support they need to stay on track and succeed. This support helps students start their programmes on a firm footing, and ensures they remain engaged and supported throughout their journey.

The COES Online Systems and Student Administration team is tasked with ensuring student support and retention throughout the UPOnline student academic journey, and the team takes this mission to heart. Comprised of four permanent staff members and one intern, the team has driven several key improvements to provide students with the resources and guidance they need from application to graduation.

Henriette Crafford, Project Manager: Online Systems and Student Administration, who heads the team, says 2024 has seen several noteworthy developments that reflect this ongoing commitment.

TRANSFORMING STUDENT SUPPORT

The Online Systems and Student Administration team has introduced a new PeopleSoft dashboard, specifically

developed for the external call centre managed by Higher Ed Partners South Africa (HEPSA), which collaborates with COES on some UPOnline programmes. Designed as a one-stop service platform, the dashboard provides call centre agents with a comprehensive view of each student’s academic journey, consolidating application statuses, enrolment information, account details, grade outcomes, and graduation summaries.

Crafford explains that the dashboard significantly improves response times, making it easier for students to get the help they need when they need it most. “With all essential information at their fingertips, call centre agents can resolve student queries faster and more effectively, delivering a more personalised support experience.”

With several new UPOnline programmes that COES will present independently of HEPSA, the office has also established a new UPOnline Call Centre to support these programmes.

Crafford explains that, “The COES UPOnline Call Centre is a pivotal addition to our student support framework, offering dedicated resources to address the unique needs of COES programme students. This newly developed call centre is designed for seamless operation, with specialised message catalogues and automated communication channels tailored to UPOnline students.”

The team implemented the Avaya Workforce and Agent Desktop system to boost efficiency further. This toolkit equips call centre agents with advanced features like call recording, analytics, and quality management. The system tracks performance and monitors trends to ensure that agents consistently deliver high-quality support.

“Avaya has enabled us to offer a seamless support experience”, says Julia Mamabolo, Head of UPOnline Support Services, who will head the new call centre. “We're now able to maintain our standards of excellence with every student interaction.”

SIMPLIFYING THE ADMISSION PROCESS

Another milestone was developing a Request for Information (RFI) system to improve engagement with prospective students. The RFI system simplifies admissions by collecting essential data upfront, ensuring no prospective student slips through the cracks. It will not only streamline how COES engages with prospective UPOnline students, but has also attracted interest from other departments at the University of Pretoria, with several environments hoping to adopt a similar approach to enhance their student recruitment processes.

Tshepang Molemone, Head of UPOnline Student Administration, says the RFI system, a key function of the UPOnline Call Centre, allows the office to respond promptly to information requests, enhancing engagement with potential students and offering a smoother admissions journey.

The team also introduced a pre-vetted application link for prospective UPOnline students. This feature helped simplify the students’ application journey and strengthened COES’s student recruitment processes.

SUPPORTING AT-RISK STUDENTS

The Systems and Student Administration team, in recognition of the importance of proactive support, has piloted a system to assist at-risk students – those who fall behind in their studies, struggle to engage regularly with learning content, or fail to meet critical academic milestones. By identifying students who prefer regular check-ins, they have optimised resources to focus on those most in need.

The team is also exploring using Blackboard to streamline at-risk reporting. Reducing time spent on administrative tasks will free up more time for meaningful student engagement.

LOOKING AHEAD: STRENGTHENING STUDENT SUPPORT

As UPOnline programmes continue to grow and evolve, the Online Systems and Student Administration team remains committed to enhancing student support and ensuring academic success.

“We constantly seek ways to improve the student experience and support journey”, Crafford says. “Whether through refining systems or piloting new tools, our focus remains on empowering students to succeed.”

Dedicated to student success: The Online Systems and Student Administration team supports UPOnline students from application to graduation. Pictured here are team members Sikoletfu Dlamini, Student intern; Tshepang Molemone, Head of UPOnline Student Administration; Julia Mamabolo, Head of UPOnline Support Services; David Makhopye, Senior Student Administration and Support Services Officer; and Henriette Crafford, Project Manager: Online Systems and Student Administration.

UPONLINE PROGRAMMES

PROF LIZ WOLVAARDT: A DRIVING

“Running an online programme in public health is like running a Ferrari – both require precision, power, strategic management, and a bit of luck to get the best results.”

FORCE IN PUBLIC HEALTH EDUCATION

Since its first intake of students in 2020, Prof Liz Wolvaardt, a Professor in the Faculty of Health Sciences, has steered the fully online Postgraduate Diploma (PGDip) in Public Health programme with expertise and passion. Her and her team’s influence extends far beyond the programme, shaping the careers of graduates who make meaningful impacts in public health policy and practice.

As the Programme Coordinator for the PGDip in Public Health offered by Comprehensive Online Education Services (COES), Prof Wolvaardt’s passion and dedication are as powerful as her love for the Ferrari racing team. A proud “Tifosi” (someone loyal to the team beyond reason), as she describes herself, she brings the same energy and commitment to her work. “Running an online programme in public health is like running a Ferrari – both require precision, power, strategic management, and a bit of luck to get the best results”, she says about the programme, which under her leadership, continues to attract top health professionals.

With the passion of a true Ferrari fan, Prof Wolvaardt shares her insights about the programme:

THE ENGINE:

A ROBUST LEARNING PLATFORM

At the heart of a Ferrari is its powerful engine, designed for high performance. In the same way, the core of an online public health programme is its learning platform. The the platform must be fast, reliable, and capable of handling the demands of students from various locations, much like how a Ferrari’s engine handles high speeds and tight corners. Our Blackboard learning management system has been a real joy, offering seamless access to lectures, resources, and interaction, ensuring our students can navigate without obstacles.

THE DRIVER:

PROGRAMME LEADER(S)

No Ferrari reaches its full potential without a skilled driver behind the wheel, and an online public health programme needs more than one competent leader to guide it. As the programme leader, you are the driver – responsible for making quick decisions, navigating through complex challenges, and steering the programme towards success. However, the notion of a single driver or leader is a distraction to hide all the others at the University of Pretoria who have also led innovation and development in the programme. Just as a Ferrari driver must understand the vehicle’s mechanics, a programme leader must take final responsibility for the educational design, content, and online teaching methods. Knowing when to push harder and when to ease up is critical in both racing and education.

THE ROAD: THE PUBLIC HEALTH LANDSCAPE

The road you drive on matters just as much as the vehicle. In this case, the road is the evolving public health landscape. It is full of twists, turns, and unexpected conditions – much like a winding racetrack. Global health crises, policy changes, and new research constantly shape public health, and the programme must sometimes adapt quickly to these shifts, much like a Ferrari needs to adjust to different tracks.

THE PIT CREW: YOUR SUPPORT TEAM

Just as a Ferrari driver relies on their pit crew for maintenance and support, an online public health programme relies on its support team. This includes the ongoing support of instructional designers, IT professionals, module coordinators, contracted academic staff, tutors, and administrative staff at the School of Health Systems and Public Health and at COES, who ensure the programme runs smoothly. They troubleshoot technical issues, update course materials, and provide maintenance that keeps everything functioning at peak performance. Without this team, the wheels would fall off.

THE FUEL: STUDENT ENGAGEMENT

A Ferrari needs high-octane fuel to power its journey. Similarly, student engagement fuels an online public health programme. Keeping students motivated, connected, active, and passionate is essential for the programme’s success and is a constant research focus.

THE FINISH LINE: IMPACT ON PUBLIC HEALTH

Ultimately, the goal of a Ferrari on the racetrack, and the goal of an online public health programme, is to reach the finish line. For a Ferrari driver, it is about speed, precision, and a bit of luck. For an online programme, it is about impact – how well-prepared graduates are to address global health challenges. The faster and more effectively students can apply their knowledge to real-world public health issues, the more successful the programme is in achieving its mission. It is not just about getting there; it is about making a difference once they arrive. And luck? I am lucky to have been involved in this programme and to have worked with –and learned so much from – this team!

“Just as a Ferrari driver relies on their pit crew for maintenance and support, an online public health programme relies on its support team.”

Prof Liz Wolvaardt

EMPOWERING PUBLIC-SECTOR

PROFESSIONALS IN THE DIGITAL AGE

Since its launch in 2020, the fully online Postgraduate Diploma (PGDip) in Public Management, offered through UPOnline, has been steadily shaping the future of public-sector professionals. What began as a small cohort of six graduates in 2022 has grown significantly, with 87 graduates crossing the University of Pretoria (UP) graduation stage in September 2024. The rising numbers reflect a growing demand for digital skills in governance, particularly as public-sector professionals navigate the complexities of modern service delivery.

Created by Comprehensive Online Education Services (COES) and housed in the Faculty of Economic and Management Sciences, the PGDip in Public Management equips students with practical tools to tackle real-world challenges in public management.

“Public administration today isn’t about routine paperwork – it’s about using technology to improve governance and engage communities”, says Prof Lianne Malan, Programme Coordinator of the qualification. “This diploma helps students build the critical skills they need to lead in a rapidly digitising world.”

A DYNAMIC AND CONNECTED

LEARNING EXPERIENCE

The PGDip in Public Management’s interactive learning environment is key to its success. Using the ClickUP (Blackboard) platform, the programme incorporates live webinars, discussion forums, and group assignments, encouraging students to apply their knowledge to real-world scenarios.

Personalised support is another of the programme’s strengths. Each group of students is assigned dedicated tutors who provide continuous feedback and guidance. Peer networks, such as student-led WhatsApp groups, help foster a sense of community, making online learning feel connected and engaging.

Prof Malan says the PGDip in Public Management goes beyond theory, preparing students to implement digital solutions in governance. Incorporating the use of digital and e-governance focused on all the modules in the programme as well as citizen engagement, enables students to improve public-service delivery in their workplaces.

REAPING THE REWARDS

Fortune Masola, a Senior Faculty Accountant at UP, is one of many working professionals enrolled in the Postgraduate Diploma in Public Management programme. She describes

“Our PGDip in Public Management goes beyond theory, preparing students to implement digital solutions in governance.”

it as an eye-opening experience and says it provides valuable insights into public-sector management.

Because she needs to balance full-time work and family life, she appreciates the programme’s flexibility. “Being in full-time employment and having young children, the ability to manage my studies in the evening while at home and at weekends helped me keep up”, she says.

Masola, who is set to graduate cum laude at UP’s April 2025 graduation ceremonies, says the programme has given her a deeper understanding of how public management works. “I can confidently say I have a broader, more informed understanding of how the government works at all levels, and the practical application of this knowledge in a work environment.”

Through UPOnline, Masola gained a solid foundation in public management principles, equipping her to thrive in her field.

EXCELLING IN A DIGITAL WORKFORCE

Prof Malan says the programme has global reach, and interactions with national, continental, and international students offer a wealth of perspectives on public administration practices across different regions.

“The programme gives students a strong foundation to navigate and excel in the digital workforce. The curriculum integrates digital literacy, critical thinking, and public-sectorspecific technological tools, helping students adapt to the rapidly changing public management landscape.”

Fortune Masola

Co-Programme Coordinator Dr Leepile Motlhaolwa is leading the charge in shaping the Higher Certificate in Sports Sciences into a dynamic and impactful programme.

BUILDING MOMENTUM IN THE HIGHER CERTIFICATE IN SPORTS SCIENCES PROGRAMME

The fully online Higher Certificate in Sports Sciences (HCSS) programme has reached an exciting halfway point. Launched in August 2023, this two-year programme is on track to graduate its first cohort in September 2025, marking a key milestone in its journey.

Offered through Comprehensive Online Education’s UPOnline programmes and housed in the Department of Humanities Education in the Faculty of Education, the HCSS equips students with foundational knowledge and practical skills in sports science and physical education.

According to Co-Programme Coordinator Dr Leepile Motlhaolwa, the UPOnline HCSS is “tailored to prepare students for interdisciplinary environments, enabling them to enhance the performance of learners and sport teams through cutting-edge techniques and research.”

SCORING BIG IN THE FIRST HALF

As the University of Pretoria’s first fully online undergraduate programme, the HCSS’s first year has seen significant achievements, from growing enrolment to equipping students with practical, real-world skills.

A highlight of the programme is the Work Integrated Learning (WIL) module, where students put theory into practice within their communities. “This WIL module is designed to enable students to translate their academic learning into real-world experiences”, explains Dr Motlhaolwa.

"Many of our students are ‘working students’, and managing academic and work commitments can be quite a juggling

act. Nevertheless, the remarkable determination exhibited by our students is evident in their academic success and active involvement in the programme.”

Dr Motlhaolwa says key achievements of the programme’s first year include diverse enrolments, with students from various age groups and backgrounds embracing the opportunity to study online, highlighting the programme’s inclusive nature. There has also been growth in expertise, with its facilitation team expanding to provide academic support, ensuring students receive personalised guidance and mentorship.

CHALLENGES A PART OF THE GAME

Adapting to a fully online format was initially challenging for some students, especially those new to digital learning. Technical issues and balancing multiple responsibilities tested their resilience, Dr Motlhaolwa notes.

“Differing levels of digital literacy and the absence of faceto-face interaction presented some obstacles. Nevertheless, this situation prompted a renewed emphasis on enriching the online learning experience through enhanced resources and more interactive elements.”

STRATEGIC MOVES FOR THE SECOND HALF

In its second year, the programme team is focused on innovation and improvement, adding gamified elements and immersive simulations to make learning more engaging.

Dr Motlhaolwa says the programme’s next phase will focus on industry collaboration, enhancing work-integrated learning to give students more hands-on experience.

“We aspire for our graduates to contribute significantly to the sport and physical education sectors by utilising evidence-based practices to enhance wellness and support the development of students and young individuals within their communities.”

South Africa has the potential to be a global leader in sport, he says. “It is our aspiration that our students will serve as pivotal catalysts for this achievement.”

STUDENT SUCCESS

FROM DREAM TO LEADERSHIP: TEBOGO MAMPANE’S JOURNEY WITH UPONLINE

When Tebogo Mampane first heard of the fully online Postgraduate Diploma in Public Health, she recognised it as an answer to her prayers. Having worked in public health nutrition for nearly two decades, Mampane had been searching for an opportunity to further her studies and advance her career.

As a qualified dietitian with experience at the Mokopane and Seshego Hospitals in Limpopo, she aspired to earn a qualification to enhance her impact on the public health sector.

Today, as the CEO of Groblersdal Hospital in the Sekhukhune District, Mampane embodies determination, resilience, and the transformative power of education – an impact magnified by the University of Pretoria’s (UP) fully online learning offering.

Enrolling in the UPOnline Postgraduate Diploma in Public Health was a leap of faith, Mampane says.

“It was my first experience of online learning. My first module, learning about public health, was not easy, as I had to adjust to online learning, polish my computer skills, and pass the module simultaneously.”

She was drawn to the programme because of the flexibility of self-paced learning and the ability to continue working full-time while supporting her family.

“What attracted me most was that it was online, with no travelling cost to UP, as I am in Limpopo. And as a mother, wife, worker, and sister to my siblings, I found it convenient for me, and it was also suitable for my work environment and experiences.”

Mampane says the Postgraduate Diploma in Public Health didn’t just equip her with knowledge, but it reshaped her leadership approach. The programme’s flexibility allowed her to apply theoretical concepts to real-world challenges. Her approach to public health issues became more analytical, strategic, and innovative.

“Online studies at UP have enhanced my perspective in embracing an empathetic management-oriented approach to resolve healthcare issues by identifying gaps in the system and providing decisive leadership to improve service delivery.”

THE POWER OF ONLINE LEARNING

Building on what she learned during the programme, Mampane started and completed her master’s degree in public health within just 18 months.

“I think one should start with a postgraduate diploma before a master’s, because online study takes us step by step in research methodology and helps us understand all aspects of research before writing a proposal.”

Her master’s research culminated in a published paper titled ‘The acceptability of a donor human milk bank and donated human milk among mothers in Limpopo Province, South Africa’, co-authored with Dr Jacqueline Wolvaardt and published in the prestigious journal Maternal and Child Nutrition.

Looking ahead, she sees herself not just as a leader, but as a mentor and an advocate for the power of education. She wants other women from rural backgrounds to know that they, too, can break the cycle of limitation. “Education is a catalyst for change”, she says. “UPOnline showed me that you don’t have to wait for opportunities; you can create them, no matter where you start from.”

Tebogo Mampane

“While managing the dual responsibilities of being a student and running a business is mentally and physically exhausting, it pushes me to expand my limits.”

KGETSI NKOANA: SERVING DREAMS,

ON AND OFF THE SPORTS FIELD

Kgetsi Nkoana’s story is one of resilience, passion, and the pursuit of dreams. A true multitasker, Nkoana has found the perfect balance between her love for sports and her flair for baking by enrolling in the UPOnline Higher Certificate in Sports Sciences.

A student of UP’s first fully online undergraduate qualification, she has successfully completed the practical module of the two-year programme. She is a top student in the programme and is on track to be among the first graduates in September 2025. Nkoana balances her studies with running her successful catering business, KM Exquisite Eats, and is gradually achieving her dreams.

A CAREER IN SPORTS SCIENCES

The UPOnline Higher Certificate in Sports Sciences programme is more than just an academic pursuit for Nkoana – it gives her the flexibility to pursue her academic and entrepreneurial goals and is a stepping stone towards her dream of a career in sports sciences. She also hopes to further her studies in physiotherapy.

“This programme provides a comprehensive opportunity to explore various facets of the sports industry”, she says. “The modules target multiple areas within the sector: motor development, nutrition, human movement, recreation, management, and analysis, all of which play a crucial role in enhancing my understanding of the diverse elements involved in sports, whether as a player, coach, or professional within the field.”

Nkoana says she has always brimmed with energy, splitting her time between sports fields and kitchens. A stellar sportswoman in netball and hockey, she endured injuries playing sports, which led to an unexpected fascination with physiotherapy, planting the seed for future studies.

“I have been fortunate to play for the Tuks Youth hockey team, winning the league in 2021, and I’m currently part of the Tuks Netball social league. I have also had the privilege of coaching the under-16 Hoërskool CR Swart netball team. Looking ahead, I aspire to become a sports physiotherapist, focusing on promoting and growing netball in Africa and working towards my dream of opening my bakery before I turn 25.”

BALANCING WORK AND STUDIES

Sport isn’t her only passion – Nkoana’s happiest childhood memories are tied to her family’s kitchen, where her mom and other relatives taught her the art of baking. These lessons became the foundation for KM Exquisite Eats.

She credits the flexibility of UPOnline’s fully online programmes for helping her thrive. “While managing the dual responsibilities of being a student and running a business is mentally and physically exhausting, it pushes me to expand my limits.”

Despite the challenges of late nights and jam-packed days, Nkoana has learned to turn obstacles into opportunities. “There were moments when I had to rush to meet study deadlines while preparing baking orders. But I have learned how to manage my time better, and my mom and family are my biggest supporters. That made all the difference.”

Kgetsi Nkoana

CHAMPIONING ACCESSIBILITY: CREATING INCLUSIVE ONLINE LEARNING SPACES

“COES continuously strives to create inclusive online learning spaces for UPOnline students.”

Through its focus on excellence and accessibility, Comprehensive Online Education Services (COES) ensures quality education for all, regardless of geographical location or personal circumstances. This includes providing fully online learning opportunities through UPOnline to working individuals who cannot travel to a UP campus. It also fosters an inclusive environment for differently abled students.

DESIGNING LEARNING FOR EVERYONE

COES’s commitment to accessibility for differently abled students goes beyond addressing physical impairments. Through thoughtful design and digital tools, COES creates a supportive space where all students can actively participate in their studies.

These include consistent layouts with a clean, standardised design across module and programme pages to minimise distractions and provide a calming, immersive experience. Flexible media playback options, such as adjustable audio and video speeds, empower students to tailor content delivery to their needs. Additionally, diverse communication options, including forums, emails, and small group boards, accommodate students with social anxiety or communication challenges, fostering a supportive and engaging learning environment.

“When I think of differently abled students, I don’t only think of hearing- or visually impaired students”, says Bianca Le Cornu, Learning Designer at COES, who helps design and develop modules for fully online programmes. “I also consider students who struggle with autism spectrum disorder or attention deficit disorder as well as attention deficit hyperactivity disorder. Then, you also need to consider students with social anxiety or mental-/ emotionalhealth conditions. While we may not always think of these types of students, we are attempting to help them in small ways.”

Le Cornu says maintaining consistent layouts and using simple, descriptive headings reduces one’s cognitive load and helps ensure students can focus on learning, not navigating complex interfaces.

INCLUSIVE ASSESSMENTS AND TAILORED CONTENT

COES’s commitment to accessibility extends into its approach to assessments.

The directorate designs assessments on the Blackboard Ultra learning management system, which accommodates diverse learning needs, avoiding repetitive assessment formats and instead, using open-ended questions, interactive simulations, reflective journals, and discussion boards amongst students. This variety in assessments fosters a more inclusive experience, allowing students to showcase their strengths through multiple approaches.

To support students with visual or auditory challenges, all multimedia content is accompanied by transcripts or captions, ensuring that screen-reader users can follow along and connect the spoken or visual elements to the written text.

“Blackboard Ultra includes built-in features such as Ally, which provides alternative formats for materials like PDFs. These formats make content accessible to students who use tools like digital Braille”, says fellow Learning Designer Balitiye Monareng.

“Through thoughtful design and digital tools, COES creates a supportive space where all students can actively participate in their studies.”

A TEAM EFFORT

Dedicated support staff further enhance the student experience by offering technical assistance and connecting students to mental health resources, ensuring learners receive holistic support.

To ensure accessibility is integrated, COES collaborates closely with subject-matter experts to create accessible learning environments in module design.

“There is constant development and research in the field of accessibility – COES is continuously improving our understanding and implementing this research into our dayto-day work processes”, Le Cornu concludes.

OUR PEOPLE

MAKING IT HAPPEN: SIMLA BHAWANIPERSAD’S ROLE IN UPONLINE SUCCESS

A familiar presence at the Graduation Centre on the University of Pretoria's (UP) Hatfield Campus, is Simla Bhawanipersad, the welcoming face of Comprehensive Online Education Services (COES), adding a personal touch to an office focused on fully online learning. Bhawanipersad, Senior Management Assistant and Administrator of COES, embodies dedication and agility while playing a central role in the directorate’s activities.

"Supporting the team isn’t just my job; it’s my way of contributing to the success of fully online learning at UP.”

With 14 years of experience at UP, 13 of which were spent in the Department of Institutional Planning before joining COES in April 2024, Bhawanipersad has cultivated a reputation as a dependable ‘doer’. Her knack for getting things done has made her an indispensable part of COES, as she is often the first point of contact for stakeholders engaging with COES and its UPOnline programmes.

HEARTBEAT OF COES

Bhawanipersad provides vital support to COES Director Prof Linda van Ryneveld and the entire team through her variety of responsibilities, from managing administrative tasks to ensuring coordination across different departments.

“My goal is to ensure everything runs smoothly so the team can focus on making a difference in online education. Supporting the team isn’t just my job; it’s my way of contributing to the success of fully online learning at UP.”

COES colleagues describe her as the glue that holds the team together – someone who ensures every detail is accounted for and every challenge is addressed with calm determination.

Prof van Ryneveld says Bhawanipersad’s ability to adapt quickly and manage complexities is invaluable. “Her organisational skills and proactive mindset allow COES to operate smoothly in its mission to deliver world-class online education. Her efforts ensure the team can focus on fully online learning excellence, knowing the logistical and administrative tasks are in expert hands.”

With Bhawanipersad as the face and voice of COES, the team is poised to continue delivering transformative online learning experiences that expand access to quality education for students everywhere.

Simla Bhawanipersad, the welcoming face of COES.

Bianca Le Cornu, a Learning Designer at Comprehensive Online Education Services (COES), has a career that is not just a professional journey, but a deeply personal one, blending creativity, education, and technology. Le Cornu joined COES in October 2024, bringing over two decades of experience in design, copywriting, and education into the team.

“I have been a designer for approximately 23 years, a copywriter for over 19, and an educator for close to 16”, she says. “That being said, if I’m honest with myself, I have always been doing those three things in some way or form from a very young age.”

BIANCA LE CORNU'S JOURNEY INTO LEARNING DESIGN

FROM GRAPHIC DESIGN TO LEARNING DESIGN

Le Cornu, who holds a certificate from the AAA School of Advertising, says her career began in advertising, where she discovered her love for copywriting. Her second job entailed working in the publishing industry, where she also assisted in software training. However, her journey in education began when she was invited to lecture part-time at her alma mater, the Midrand Graduate Institute.

What began as a part-time History and Copywriting lecturer role grew into a full-time passion. She soon taught at three campuses, becoming a full-time lecturer responsible for teaching and module development, and within seven years she was head of the programme.

During this time, she enrolled for and completed a master’s degree in education, focused on information and communication technology. A self-described ‘techie’, Le Cornu says her studies have generally focused on the benefits of well-planned applications of tech in education, specifically in graphic design.

PASSION FOR INCLUSIVE LEARNING

Inclusivity is central to Le Cornu’s philosophy. “As a handson educator, I have always prided myself on creating environments where every student is valued for their culture, and their needs are addressed within the space of learning, often constructing assessments that consider developing a sense of self while also improving knowledge of concepts and themes.”

She says preparing students for the future means more than just delivering knowledge.

“Often, soft skills are ignored, yet they are integral to becoming real-world ready. When developing content and courses, I must continuously improve these soft skills to ensure students develop what are collectively referred to as 21st-century skills needed for the Fourth Industrial Revolution. While being in it, we are moving beyond this and improving continuously. Essentially, developing courses is not about providing a repository of knowledge but about engaging students to develop each of them individually while educating them collectively.”

SHAPING THE FUTURE OF LEARNING

Looking to the future, Le Cornu sees tremendous potential in emerging technologies. She believes artificial intelligence (AI) can play an integral role in addressing barriers to learning, especially in linguistically diverse contexts like South Africa.

Le Cornu states, “Based on my passions, I believe collaboration, augmented and virtual reality, and gamification will play essential roles in inclusive learning, and these are spaces where we should focus.”

A LIFE OF LEARNING AND INNOVATION

Whether she is developing curricula or lecturing in Transdisciplinary Design, Le Cornu’s passion for design and education is unmistakable.

“If you don't find me teaching a class, developing a module or whipping up graphics and written content, then in my limited free time you’ll find me tinkering with tech, reading, and playing computer games.”

Bianca Le Cornu is shaping the future of learning.

BALITIYE MONARENG: CHAMPIONING INCLUSIVE LEARNING IN UPONLINE PROGRAMMES

Balitiye Monareng, a Learning Designer at Comprehensive Online Education Services (COES), exemplifies a passion for innovative and inclusive education. Having joined COES in October 2024, Monareng exhibits a blend of creativity and expertise with a deep commitment to inclusive education. She hails from Johannesburg, has a background in Fine Arts and multimedia, and is pursuing a Master of Education in Information and Communication Technology in Education qualification. As part of the Online Education team within COES, Monareng is enthusiastic about contributing to the directorate’s vision for inclusive, future-focused learning and positively impacting both students and faculties.

CREATING ENGAGING DIGITAL LEARNING EXPERIENCES

Monareng’s career began as an instructional design intern in academic development, where she facilitated workshops to help lecturers integrate educational technologies into their teaching initiatives. “Working alongside lecturers to create engaging digital learning opportunities allowed me to see first-hand how intentional design can effectively support student learning.” This early exposure sparked Monareng’s passion for learning design and inspired her to champion inclusivity through Universal Design for Learning (UDL). This framework, which emphasises flexibility and accessibility, has become central to her work.

One of Monareng’s proudest achievements is her involvement in collaboratively developing UDL guidelines for lecturers at the University of the Witwatersrand, her previous employer. As part of a team of learning experience designers, she helped conceptualise the guidelines and facilitated workshops to guide lecturers on integrating multiple means of engagement, representation, and expression into their course designs. Monareng shares that “It was incredibly rewarding to see lecturers transform their courses to be more accessible and supportive, creating learning environments where all students could thrive.”

IMPORTANCE OF REAL-WORLD EXPERIENCES AND CONTINUOUS IMPROVEMENT

Monareng’s approach to curriculum design is rooted in making education accessible, meaningful, and applicable to real-world scenarios. She integrates scenario-based activities, case studies, and game-based simulations into the programmes she works on, which helps students build their critical thinking and problem-solving skills. She prepares students for real-world dynamics through collaborative learning activities like peer-to-peer interactions and group work. “Additionally, I bring in authentic case studies and whenever possible, invite industry experts to share their insights as guest speakers. These elements encourage meaningful engagement with the material, equipping students with practical skills for their future careers.”

She values student feedback and engagement and uses the data as an important tool for continuous improvement.

Looking ahead, Monareng is optimistic about the potential of emerging technologies to revolutionise education. She envisions artificial intelligence and adaptive learning tools creating learning paths that cater to students’ needs. However, she emphasises the importance of ethical considerations in implementing these advancements. “Staying mindful of ethics and equity, we can use these advancements to make online education more inclusive, accessible, and impactful for all learners.”

Balitiye Monareng is a champion of innovative and inclusive learning.

“Transforming content into engaging and interactive learning experiences, our interns contribute to meaningful projects within COES and build a strong foundation for their future careers.”

FROM CLASSROOM TO CAREER: INTERNS THRIVING AT COES

When Palesa Nqubezelo first joined the Comprehensive Online Education Services (COES) directorate at the University of Pretoria in 2023, she was not sure what to expect. As a holder of a bachelor’s degree in education, she was eager to contribute to her field of study, however, unsure how the theory would translate into practice.

What she found was not just a workplace, but a launchpad for her dreams.

At COES, the office responsible for the University’s UPOnline offering, Nqubezelo joined a vibrant group of interns working across various functions, from learning design to supporting fully online students on their academic journeys. Each day brought new challenges and opportunities, pushing her to collaborate with experienced professionals while also giving her room to innovate.

Nqubezelo voices, “My experience working at COES has taught me about myself both professionally and personally. I was introduced to a whole new side of education in the online space, and it made me think about all that goes into creating an enjoyable online experience for students. I also got to dip my toes into the person I am in a professional setting.”

HANDS-ON LEARNING EXPERIENCES

COES, one of the first directorates to collaborate with the Department of Human Resources on internships, provides young professionals like Nqubezelo with transformative opportunities. Through this programme, interns gain hands-on experience, contribute fresh ideas, and work alongside seasoned professionals, preparing them for impactful careers in the evolving field of online education. In 2024, COES offered mentorship opportunities to eight interns, providing them with work experience in fields like learning design, online system management, and marketing and communication.

Nqubezelo is based in the COES Online Education department. Her primary role involves building content on the Blackboard learning management system and creating multimedia elements for individual modules. Working with Learning Designers, a big part

Front (from left): Nhlanhla Nhlapo, Palesa Nqubezelo, and Carmen Fernandes.

Back (from left): Lerize Adams, Aisha Ibrahim, and Precious Mtileni.

of her day-to-day tasks includes ensuring that a module is cohesive in terms of its content and overall look and feel.

“My Senior Learning Designer guides and prompts us throughout the whole module-building process. With that guidance, I’ve learned to navigate the module-building process and understand the various design decisions needed to create a successful and engaging learning experience.”

GUIDANCE AND GROWTH

Nqubezelo says getting to work in a professional environment while still being a student is a fulfilling experience. “I am continually inspired by the potential to make online learning more accessible, flexible, and tailored to diverse student needs. I believe my future contributions lie in creating interactive, media-rich content and moderating impactful learning experiences, because learning has to be enjoyable and not just a box to check off your to-do list.”

Dr Eugenie Wolff, Project Manager: Online Education, emphasises the importance of the internship programme. According to Dr Wolff, “The COES internship programme

is a transformative experience that equips interns with critical skills in learning experience design, multimedia integration, and educational technology. Given that the interns have completed undergraduate degrees in related fields, a unique opportunity to merge their educational or multimedia backgrounds with hands-on experience in learning design is created. By transforming content into engaging and interactive learning experiences, our interns contribute to meaningful projects within COES and build a strong foundation for their future careers. The blend of creativity, pedagogy, and innovation they develop here will serve them well in an ever-evolving digital landscape.”

BUILDING A VISION FOR THE FUTURE

Nqubezelo, who is currently busy with her Master of Education dissertation, says the experience gained at COES helped her grow personally and professionally.

“My dream is to build a fulfilling and diversified career as a Learning Designer, becoming highly skilled and well-versed in the field. I do not know what that looks like exactly, but I do know that I continue to explore ways to create impactful learning experiences that truly engage students.”

“My experience working at COES has taught me about myself both professionally and personally. I am continually inspired by the potential to make online learning more accessible, flexible, and tailored to diverse student needs.”

COES STAFF

Finance and Data

Analytics Specialist

Mosima Makuwa

Senior Management Assistant

Simla Bhawanipersad

Vice-Principal: Academic

Prof Loretta Feris

Director: COES

Prof Linda van Ryneveld

Executive Director:

Finance and Business Initiatives

Prof Carolina Koornhof

Head of UPOnline

Support Services

Julia Mamabolo

Project Manager: Online Systems and Student Administration

Henriette Crafford

Project Manager: Online Education

Dr Eugenie Wolff

Head of UPOnline

Student Administration

Tshepang Molemone

Learning Design

Dr Ankie Robberts

Dr Mari van Wyk

Balitiye Monareng

Lindeni Hlatshwayo

Bianca Le Cornu

Marketing and Communication Specialist

Amanda Tongha

Senior Student Administrator and Support Service Officer

David Makhopye

Contract staff and interns

DRIVING IMPACT

BUILDING ENGAGING, FULLY ONLINE LEARNING EXPERIENCES AT UP

Online education continues to offer students – especially those balancing work and family commitments – greater flexibility and accessibility. However, creating truly engaging online programmes requires more than just transferring content to a digital platform – it demands thoughtful design, pedagogical adaptations, collaboration, and creativity.

At Comprehensive Online Education Services (COES), a dedicated team of learning designers and multimedia experts ensures that UPOnline programmes go beyond content delivery to create interactive, visually engaging, and impactful learning experiences.

“Working in online education is more than putting information on an online platform”, says Dr Eugenie Wolff, Project Manager: Online Education at COES. “It's about creating an educational environment that allows students to achieve learning outcomes autonomously while enabling connection and enhancing motivation amongst students.”

COES LEARNING DESIGNERS

Learning Designers are at the heart of COES’s success. They support curriculum design and the development of UPOnline programmes, and collaborate with Programme

Dr Eugenie Wolff

Coordinators and subject-matter experts in faculties to create programmes that are not only educational, but also user-friendly and visually stimulating.

Dr Wolff says all programmes undergo rigorous quality assurance before they go live. “Each module goes through several rounds of checks by subject-matter experts and learning-design specialists to ensure constructive alignment and student-centeredness.”

Integrating multimedia elements such as videos, infographics, and interactive content is key to making online courses engaging and accessible for students. Bruce Mabasa, a multimedia design intern who works closely with learning designers to break down complex concepts into digestible videos and infographics, says these visual elements cater to diverse learning styles. “They also allow students to revisit material at their own pace, improving retention.”

CREATING ENRICHING LEARNING EXPERIENCES

One challenge in online learning is the feeling of isolation that students can experience without face-to-face interactions. COES addresses this by creating virtual spaces where students can engage informally, like the Coffee Shop, an online forum where students can engage in informal discussions and connect academically.

Dr Wolff explains that, “These spaces help students feel part of a learning community. When students connect with others, it makes a big difference to their learning experience.”

COES also includes group activities in its modules, encouraging students to collaborate on real-world challenges. In addition, live sessions allow students to interact with lecturers and peers in real-time, making the learning process more interactive.

“Behind every successful fully online programme is a dedicated team” says Dr Wolff. “We are here to ensure every student has an enriching learning experience, no matter where they are completing their studies from.”

KEY ROLE-PLAYERS IN ONLINE LEARNING PROGRAMME DEVELOPMENT

LEARNING DESIGNER

Learning Designers (LDs) lead and facilitate the curriculum design and Blackboard development project of fully online programmes. They guide the development team (which includes Programme Coordinators [PCs] and subject-matter experts) on pedagogical, curriculum, assessment, and facilitation matters; address project challenges; and ensure smooth collaboration. LDs assist with module mapping, provide feedback on learning materials, and support PCs with accreditation documents. They train teams on using the learning management systems, deliver workshops, and ensure quality and timely completion of modules.

PROGRAMME COORDINATOR

Based in faculties, the Programme Coordinator (PC) manages planning and development of the online programme. They help drive accreditation processes, secure subject-matter experts’ (SMEs) buy-in, and oversee module production to meet timelines and quality standards. PCs resolve escalations, manage stakeholder communication, and ensure SMEs facilitate subject-matter experts online modules effectively. They set expectations for engagements between SMEs and students, and provide progress reports as needed.

SUBJECT-MATTER EXPERT

Subject-matter experts (SMEs) provide the academic content for online modules. They collaborate on module mapping and ensure accuracy and quality. They facilitate modules, engage with students, and uphold best practices in online learning.

“Working in online education is more than putting information on an online platform.”

Mosima Makuwa, the driving force behind quality data at COES.

QUALITY DATA, QUALITY OUTCOMES FOR UPONLINE PROGRAMMES

Quality data is more than just numbers; it provides the measurements and insights needed to track progress, improve strategies, and ensure informed decision-making. Mosima Makuwa, Specialist: Finance and Data Analytics at Comprehensive Online Education Services (COES), understands this better than anyone, as she compiles and manages data essential for tracking progress and ensuring the success of UPOnline programmes.

With statistics, data and research analysis experience gained at institutions such as Statistics South Africa and the Department of Higher Education and Training (DHET), Makuwa helps ensure that UPOnline student outcomes align with institutional goals. At the heart of her work is a commitment to quality assurance that goes beyond compliance.

“Quality assurance is very important. It’s a critical step. It’s not about saying we have 50 enrolments. It’s about how we got to 50. Did we miss anyone? Did we include anyone that was not supposed to be included?”

DATA QUALITY

Makuwa’s data analyses support various teams, including learning designers the Online Systems and Student Administration and Marketing and Communication teams, helping them improve and report on the overall student experience. She also ensures compliance with the DHET’s strict reporting requirements, providing accurate data to inform planning and funding.

The data she compiles supports COES in planning, helping the directorate determine whether enrolments and graduations will stay stable or grow. This prediction is not just an administrative exercise; it is integral to future planning. Makuwa’s role is to ensure that student enrolment

and graduation data reported to the DHET accurately reflect UPOnline’s records, maintain high data quality, and eliminate discrepancies between actual data and the reports or dashboards managed by the University of Pretoria’s (UP) Department of Institutional Planning, which is responsible for submitting data to DHET.

“DHET allocates subsidies based on enrolment and graduation numbers, and inaccuracies can result in severe financial penalties”, she explains. “The University faces significant consequences if the data we submit is off by more than 2%. Ensuring data quality is not just important –it’s essential.”

“Ensuring data quality is not just important –it’s essential.”

PLANNING FOR STUDENT SUCCESS

With UPOnline offering students multiple enrolment opportunities each year, Makuwa also focuses on tracking their progress once they are registered. Key metrics include throughput rates, pass rates, module completions, and dropout rates specific to UPOnline’s intake model. Unlike traditional programmes with two semesters, UPOnline offers multiple intakes annually, each with its own census date to account for different module lengths.

“After each census date, I analyse how many students remain active in each module, and I track their performance through to completion”, Makuwa says. “This allows us to calculate pass rates and identify at-risk students who may need additional support.”

By analysing student activity and performance trends, COES can adapt its support systems to ensure that students stay engaged and complete their qualifications on time.

Looking ahead, Makuwa plans to use advanced tools like Power BI for real-time data analysis. “With tools like Power BI, stakeholders can easily access the information they need, making planning and decision-making more efficient.”

Her forecasting skills predict a boom for UPOnline’s programmes. “There’s huge demand, especially given our focus on postgraduate programmes. Our model keeps students engaged every week, helping them graduate on time, provided there are no major life disruptions.”

Learning Designer Lindeni Hlatshwayo works closely with subjectmatter experts to create student-centred online learning experiences.

CO-CREATING FULLY ONLINE LEARNING EXCELLENCE

Behind every successful fully online learning programme at the University of Pretoria is a collaboration between Comprehensive Online Education Services (COES), which oversees development and delivery, and the faculties, the programmes’ academic homes, which provide subject expertise and academic guidance. This partnership involves Learning Designers (LDs) from COES working closely with Subject-Matter Experts (SMEs) in the faculties that offer fully online programmes, to create engaging and impactful academic content.

Lindeni Hlatshwayo, a LD at COES, says collaboration is key to transforming academic content into fully online programmes that meet the needs of diverse students.

Hlatshwayo shares, “My role is to create student-centred learning experiences. It is not just about putting content online; it’s about ensuring the programme aligns with student and industry needs, while maintaining academic integrity.”

“A well-planned curriculum is the foundation. When done right, the result is a programme that truly helps students succeed.”

COLLABORATION BUILT ON TRUST

Hlatshwayo emphasises that trust and mutual respect are at the heart of her work with SMEs. “We must trust that we use a research-based methodology that benefits the student. This drives the partnership, which is governed by the understanding that though the approach advances our academic practice, the student is ultimately the client who must be satisfied with our work.”

Weekly meetings, feedback sessions, and showcasing successful online modules all help build this trust. Hlatshwayo adds, “It is important to be open about why I favour A instead of B and provide cases where A has been proven a better choice. If the SME disagrees, I should be able to listen to their reasoning. Ultimately, we must adapt to what works best for the student.”

Hlatshwayo says SMEs bring their deep knowledge and expertise to the table, ensuring that the academic content for online modules is accurate, relevant, and aligned with the programme outcomes.

“SMEs trust me to use evidence-backed methodologies, and I trust their expertise in their field”, Hlatshwayo says, emphasising the mutual respect and collaboration that define the partnership.

Disagreements occasionally arise – usually about content formats. “When that happens, I listen to their concerns and explain best practices for online learning. Together, we work to find a solution that supports online students in becoming successful graduates.”

DESIGNING FOR SUCCESS

Turning academic content into an online module starts with the end goal, Hlatshwayo says.

“I often work backwards, supporting the alignment of academic content with learning outcomes. I look at what measurable evidence (outcome) the student needs, to demonstrate that they have gained competence. How do we support the student and scaffold content to ensure that competence is gained? The answer lies in the learning and teaching activities we will craft, through which the student advances their skill and knowledge.”

She says the best part of her job is seeing a programme come together. “A well-planned curriculum is the foundation. When done right, the result is a programme that truly helps students succeed.”

RESEARCH EXCELLENCE

COES RESEARCH EXCELLENCE

Comprehensive Online Education Services (COES) remains at the forefront of transforming online education at the University of Pretoria (UP), with its academic and professional staff researching topics that address the evolving needs of higher education.

As in the past, the team delivered impactful research outputs in 2024, contributing significantly to UP’s academic project through teaching, supervision, and knowledge sharing. COES staff members’ research covers a dynamic mix of curriculum design, AI in education, computer- and game-based learning, work-integrated learning, and tailored support for fully online students, reflecting a strong focus on innovation and impact.

Several team members have guided postgraduate students to success while tackling pressing challenges in online learning with practical solutions and meaningful publications. Many COES staff members also actively pursue their postgraduate studies while mentoring others, embodying a culture of continuous learning and growth.

“Research addressing the evolving needs of higher education.”

SHAPING THE NEXT GENERATION OF SCHOLARS

COES staff supervised several postgraduate students working towards master’s and doctoral degrees. The team provided essential support and guidance, helping students grow as scholars and succeed in their research. Through personalised supervision, COES ensures students have the tools and mentorship to thrive in their academic journeys.

Prof Linda van Ryneveld, COES Director, supervised two doctoral and two master’s students.

Dr Eugenie Wolff, Project Manager: Online Education, oversaw five postgraduate students – three working on their master’s degrees and two pursuing honours qualifications.

RESEARCH THAT MATTERS

Dr Eugenie Wolff, Project Manager: Online Education, published an article on managing remote curriculum design teams using the Scrum framework.

Dr Wolff’s research, featured in the scientific publication Environmental and Social Management Journal (Revista de Gestão Social e Ambiental), explores how agile methodologies can solve challenges faced by remote curriculum design teams. The study, supervised by Prof Linda van Ryneveld, COES Director, investigates using the Scrum framework to effectively manage curriculum design teams.

Dr Wolff’s research fills a gap in the literature on managing remote academic teams, offering practical strategies for universities to adopt. By prioritising transparency, structured workflows, and collaborative tools like Google Suite, her work demonstrates how agile leadership can transform the challenges of remote work into opportunities for innovation.

Dr Mari van Wyk, Senior Learning Designer, supervised 12 students, including four doctoral candidates, four master’s students, and four honours students at various stages of their studies.

Dr Ankie Robberts, Senior Learning Designer, supervised one master’s student.

Bianca Le Cornu, Learning Designer, supervised a master’s graphic design student looking at how generative AI can be used ethically to facilitate the conceptual phase of design thinking.

Dr Eugenie Wolff

Tshepang Molemone is among the scholars who received academic guidance from Dr Mari van Wyk

PURSUING POSTGRADUATE STUDIES

Several COES staff members, including interns, are pursuing their postgraduate studies.

Mosima Makuwa, Specialist in Finance and Data Analytics, is pursuing her master’s degree in Statistics. Julia Mamabolo, Head of Student Support Services, Lindeni Hlatshwayo, Junior Learning Designer and Balitiye Monareng, Learning Designer; are also finalising their master’s degree qualifications. Mamabolo is completing her MA in Psychology, Hlatshwayo her master’s degree in computer-integrated education with a focus on curriculum design decisions for fully online settings, and Monareng her master’s in the use of information and communication technology in education.

COES interns have also demonstrated dedication to furthering their studies and embarked on the following journeys:

Bruce Mabasa completed his honours degree in information science, and Lerize Adams earned her honours in educational psychology. Palesa Nqubezelo pursued her master’s in computer-integrated education, and Alain Nindorera his master’s in public administration.

RESEARCH HIGHLIGHTS

Prof Linda van Ryneveld and Dr Ankie Robberts were among the experts presenting at the Edulearn Conference in Palma, Spain, from 1 to 3 July 2024. The conference has become a well-known platform for professional educators to congregate and share their innovative research about developments in the world of education. Prof Van Ryneveld also presented her research at the Department of Basic Education’s ninth annual Basic Education Sector Lekgotla from 14 to 16 March 2024.

Dr Eugenie Wolff presented at Anthology’s 8th Digital Teaching Symposium on 14 November 2024. Her presentation was titled ‘Storyboarding: The Secret to Getting Online Pedagogy Right’.

Dr Mari van Wyk and Prof Liz Wolvaardt represented UP at the International Association for Health Professions Education (AIMEE) Conference in Basel, Switzerland (25 to 28 August 2024), presenting 'The Playbook for Online Engagement: Programmatic Assessment’s Winning Moves for Educators.'

For a detailed list of all research activities and their findings, please visit www.up.ac.za/coes

PUBLICATIONS

5 peer-reviewed articles across international journals

SUPERVISION

22 PhD, master’s, and honours students.

BUILDING RESILIENCE AND SOCIAL SUPPORT: A KEY TO SUCCESS IN ONLINE LEARNING

Julia Mamabolo is passionate about helping students thrive in their online learning journey.

For many, online learning offers flexibility and convenience – but it may also present challenges that can impact their studies. Navigating these obstacles often requires more than academic resources, creating a need for meaningful connections and support systems.

As a first point of contact for many students enrolling in fully online studies at the University of Pretoria (UP), Julia Mamabolo, Head of UPOnline Support Services at Comprehensive Online Education Services (COES), understands students’ challenges, mainly through her role in identifying those at risk of falling behind.

Mamabolo’s master’s studies examined this question, exploring the relationship between students’ perceptions of social support and resilience in online learning. The results offered valuable insights into how institutions can better support students who are learning online.

RESILIENCE AND SOCIAL SUPPORT

For her research, Mamabolo surveyed 206 UPOnline students, many of whom balance full-time work with their studies, to measure their resilience and access to social support.

A BSocSci Honours in Psychology graduate from UP, Mamabolo says focusing on social support and resilience has provided valuable insights into what online students need most in terms of support.

“The questions I asked will help me make informed decisions,” she says. “I know there isn’t a one-size-fits-all approach, but I hope it will guide how we support students. Are we giving them what they need, or just what we think is relevant?”

Feedback from her research indicates that balancing work, family, and academics is a significant challenge, with time management, distractions, and heavy workloads being the most common issues.

WHY SOCIAL SUPPORT MATTERS

Mamabolo’s study highlights the diverse forms of social support that students value, such as ‘informational’ and ‘emotional’ support. Informational support, which includes clear, accessible guidance and resources, was rated as the most critical. Students also emphasised the importance of emotional encouragement and companionship, particularly when grappling with social isolation in the online learning environment.

Mamabolo notes that, “Social support isn’t a one-size-fits-all. It’s about understanding what students need and ensuring the right channels are in place to meet those needs.”

A standout finding from the research was the importance of timely feedback from lecturers and tutors. Many students felt disconnected when feedback was delayed or unclear, which negatively affected their motivation. Mamabolo explains that, “Feedback is more than just marks – it’s about connection,” Mamabolo explains. “It reassures students that they’re on the right track, and that their efforts matter.”

PRACTICAL IMPLICATIONS FOR COES

As part of her role at COES, Mamabolo is uniquely positioned to translate her research into actionable strategies.

“Sometimes, the simplest solutions can make the biggest difference”, she says.

She also highlights the importance of monitoring at-risk students. COES already flags students who fall behind and collaborates with Higher Education South Africa, its partner on three fully online programmes, to reach out to them. However, her research suggests more targeted interventions, especially for students facing personal or emotional challenges.

WORK-LIFE BALANCE

Mamabolo says her passion for her research topic is personal. As a professional balancing her own master’s studies with work and life responsibilities, she empathises with the challenges faced by UPOnline students.

“I know what it’s like to juggle multiple roles. Having a strong support system – whether it’s family, friends, or colleagues –makes all the difference. Success in online learning isn’t just about academic skills. It’s about having a community that helps students navigate the journey.”

“Social support isn’t a one-size-fits-all. It’s about understanding what students need and ensuring the right channels are in place to meet those needs.”

DR ANKIE ROBBERTS: LIFELONG QUEST FOR LEARNING AND INNOVATION

As a Senior Learning Designer at Comprehensive Online Education Services (COES), Dr Ankie Robberts plays a pivotal role in shaping dynamic and effective learning experiences for UPOnline students. She has contributed to the development of new online modules that enhance student engagement in existing and upcoming new UPOnline programmes. Beyond her expertise in learning design, Dr Robberts is a dedicated researcher with a lifelong curiosity about how students learn best.

Dr Robberts academic journey has been one of curiosity, resilience, and an unwavering dedication to knowledge. In 2012, at the age of 50, she took the bold step to pursue postgraduate studies, progressing from an honours degree to a master’s and eventually a PhD.

Her doctoral research at the University of Pretoria (UP) explored the creation of a gamified learning environment, adapting the reality TV show The Amazing Race into an educational framework. This innovative approach immerses students in active, problem-solving experiences while fostering skills like creativity, communication, and collaboration, extending beyond the conventional classroom setting.

Dr Ankie Robberts is innovating in online learning with passion and expertise.

A JOURNEY OF LEARNING AND TEACHING

Dr Robberts completed her undergraduate studies in 1981, but took a break from formal education to focus on raising her children. During this time, she kept herself occupied by running small businesses and teaching extra math classes to students.

“I sold clothes, made ice cream lollies for tuck shops, and sold candy. But mostly, I kept busy teaching extra math classes and, most importantly, being with my kids”, she recalls.

In 2002, Dr Robberts returned to academia, joining UP. Ten years later, she enrolled in her honours degree, followed by a master’s and then a PhD. “When I finished my honours, I signed up for my master’s. And when I completed my master’s, I enrolled in my PhD,” she proudly shares.

Dr Robberts’ research underscored important principles for successful game-based learning: activities should align with students’ backgrounds and interests to maintain engagement; games should feature clear goals, rewards, and problem-solving elements; challenges must be appropriately balanced to keep students motivated; and reflection and feedback are essential for reinforcing learning.

BRIDGING THE GAP BETWEEN FACETO-FACE AND ONLINE EDUCATION

Beyond game-based learning, Dr Robberts has been instrumental in initiatives like the Online Preparatory Mathematics (OPM) module, developed by COES, in collaboration with the Department of Mathematics in the Faculty of Natural and Agricultural Sciences. This module assists students who have been provisionally accepted into engineering and math-based programmes, helping them adjust to university-level mathematics. It bridges the gap between high school and university mathematics, enhancing student success and equipping them with essential concepts for future studies.

Reflecting on her role at COES, Dr Robberts acknowledges the challenges involved in bridging the gap between faceto-face and online education. “It was a significant leap”, she observes, recognising the complexities of the transition. Her approach to learning design combines the best elements of both traditional and online learning. She states that, “The Four Cs—critical thinking, collaboration, creativity, and communication—are central to my approach. It’s not just about learning content; it’s about using it, applying it, communicating it with others, and working together to solve problems. Creative thinking is essential.”

“It’s not just about learning content; it’s about using it, applying it, communicating it with others, and working together to solve problems."

EVENTS

COES VISIONARY LEADER HONOURED: PROF LINDA VAN RYNEVELD’S INAUGURAL LECTURE

On 11 April 2024, Prof Linda van Ryneveld, Director of Comprehensive Online Education Services (COES), delivered her inaugural lecture, titled ‘Beyond ButtonPushing: Navigating the Evolution of Educational Technology and Professional Development’.

The event celebrated her scholarly work in transforming education through technology, and her remarkable contributions to advancing fully online learning at the University of Pretoria (UP).

Prof van Ryneveld has served as COES Director since its inception in March 2018, spearheading efforts to introduce fully online programmes at UP. Her inaugural lecture brought together UP colleagues, former students, peers,

and family members, who gathered in the Senate Hall at UP’s Hatfield Campus to celebrate her journey and the profound impact of her work.

“Over the past three decades, I’ve had the privilege to witness and participate in some of the more substantial shifts in education”, Prof van Rynveld told the audience as she reflected on her experiences and provided insights into the future of education.

“The rise of technology catalysed a demand for learning experiences supported by digital means, and in doing so, paved the way for Instructional Design to become a pivotal career path – one I chose to embark upon when I joined Technikon Pretoria around the turn of the century.”

She also shared anecdotes highlighting her career’s challenges and triumphs, including her journey from school teacher to Professor in the Department of Science, Mathematics, and Technology Education, to Director of COES.

THE FUTURE OF EDUCATION

Turning her attention to the role of artificial intelligence (AI) in education, Prof van Ryneveld emphasised the importance of carefully and thoughtfully navigating the complexities of an AI-integrated academic landscape.

“Our graduates will inevitably work alongside a variety of AI tools. If we don’t incorporate these technologies into their education, guiding them in their ethical and responsible use, we risk leaving our students ill-equipped for what lies ahead.”

The COES Director’s inaugural lecture was an academic milestone and a celebration of vision and resilience, honouring a trailblazer whose work has expanded education access for working individuals and students seeking flexible opportunities.

Scan here for Prof Van Ryneveld’s inaugural lecture.

FODES EXPLORES AI AND THE FUTURE OF LEARNING

Artificial intelligence (AI) and its implications for teaching and learning were the main topics of discussion at the fourth annual Fully Online Distance Education Symposium (FODES), hosted by the University of Pretoria (UP). The symposium, held virtually from 17 to 18 October 2024, brought together delegates from 18 countries across Africa, North America, Europe, Oceania, and the Middle East.

“AI is all brain and no heart”, Dr Helen Crompton, Executive Director of the Research Institute for Digital Innovation in Learning at Old Dominion University in Virginia, USA, told participants during her keynote address as she discussed the implications of generative AI for education and learning. Dr Crompton, a renowned expert in educational technology recognised among the top 2% of scientists globally by Stanford University, explained that AI should always be guided by humans to avoid issues like bias, which can affect how the technology works. “AI doesn’t understand what’s happening: We are telling it. So, we have to be careful”, she noted.

Dr Helen Crompton

THE FUTURE OF AI IN EDUCATION

Dr Crompton encouraged educators not to fear AI, but to instead teach students how to use it responsibly –“Educators are very nervous about students using these technologies. That cannot be the case. We need them to embrace these technologies and use them the right way.” Professor Loretta Feris, Vice-Principal: Academic at UP, welcomed participants to the symposium. She highlighted AI’s immense benefits while emphasising ethical considerations around using it, and added that the symposium and discussions about AI are crucial for UP as the institution concludes its current strategic plan and begins shaping its future direction.

“I think AI is enabling us to become more creative and innovative in the ways of thinking about how we can increase and expand our offerings in teaching and learning and extend our reach not just within our own country, but beyond the borders of the country.”

QUALITY ASSURANCE FOR ONLINE EDUCATION

FODES is hosted annually by Comprehensive Online Education Services (COES). Under the theme ‘Surfing the Wave: Navigating Online Education in the Age of AI’, the 2024 symposium featured various discussions and workshops, as well as demonstrations of new tools for those interested in immersive and emerging technologies.

It included a presentation from the Council on Higher Education on ‘The Role of AI in Ensuring Quality: Meeting accreditation requirements for online learning programmes’. Representatives of COES, the University of Cape Town, University of Witwatersrand, Stellenbosch University, and the Tshwane University of Technology shared insights on quality assurance for online education.

Dr Eugenie Wolff, Project Manager: Online Education at COES, led the discussion on quality assurance for online education. She told attendees that quality in online learning should focus on setting students up for success. “Quality ensures that the learning experience prepares students for real-world applications. It also adheres to national education standards.”

The symposium, which will celebrate half a decade of fully online learning at UP in 2025, concluded on a high note with Dr Mari van Wyk, Senior Learning Designer at COES and coordinator of FODES, thanking everyone and encouraging them to navigate the waves of online education with innovation, resilience, and AI for a meaningful future.

Prof Loretta Ferris

UP’S FULLY ONLINE PROGRAMMES CELEBRATE A RECORD NUMBER OF GRADUATES

The University of Pretoria (UP) celebrated a record number of UPOnline graduates during its Autumn and Spring Graduation ceremonies in 2024, highlighting a growing trend of students choosing fully online learning.

The UPOnline graduating class for both seasons included students who successfully completed their Postgraduate Diplomas in Public Health and Public Management, offered by the Faculty of Health Sciences and the Faculty of Economic and Management Sciences.

The 2024 Spring Graduation ceremonies saw 317 graduates from the Postgraduate Diploma in Public Health programme being capped. At the Autumn Graduation, 282 students received the same qualification, bringing the total number of graduates for the programme to 599.

Around 150 students who completed the Postgraduate Diploma in Public Management received their qualifications during the same ceremonies. Fifty-seven graduates walked the stage in April 2024, and 87 graduated in September 2024. Celebrating the achievement of the new graduates, COES Director Prof Linda van Ryneveld said UP is proud to have its biggest UPOnline graduating class yet, a clear sign of the increasing demand for online learning.

UPOnline also offers the undergraduate Higher Certificate in Sports Sciences (HCSS), hosted by the Faculty of Education. Launched in August 2023, the HCSS programme will produce its first cohort of graduates in September 2025.

Mavis van Wyk

VICE-CHANCELLOR CONNECTS WITH COES STAFF AT MEET-AND-GREET SESSIONS

As part of his commitment to building a people-centred University culture, Professor Francis Petersen, the newly appointed Vice-Chancellor and Principal of the University of Pretoria (UP), held meetings with staff across departments and faculties to hear their thoughts and share his vision for the institution.

On 6 December 2024, the Comprehensive Online Education Services (COES) team engaged with Prof Petersen during a meet-and-greet session. The gathering brought together staff from COES, the Department of Institutional Advancement, the Department of Research and Innovation, and the Centre for the Advancement of Scholarship. The informal session allowed staff to ask questions and engage directly with the Vice-Chancellor.

The COES team was among the UP staff members who met with Vice-Chancellor and Principal Prof Francis Petersen during a meet-and-greet session.

SHOWCASING UPONLINE AT CHOOSEUP DAY

On 17 August 2024, the Comprehensive Online Education Services (COES) team joined faculties and departments to showcase UPOnline programmes at the annual ChooseUP Day. Held across the University of Pretoria’s (UP) various campuses, including Hatfield, Prinshof, Onderstepoort, and Groenkloof, the event gave prospective students and their families valuable insight into studying at UP. The COES team engaged with visitors from a stand on the Aula lawn, highlighting the fully online undergraduate Higher Certificate in Sports Sciences. At the same time, postgraduate programmes also drew interest from parents and guardians in attendance.

COES staff at the 2024 ChooseUP Day

ABOUT THE PUBLICATION

This is a publication of the Marketing and Communications Department of Comprehensive Online Education Services.

ACKNOWLEDGEMENTS

Editorial Team: Amanda Tongha, Aisha Ibrahim, and Alain Nindorera

Language: Brightlight SA

Photography: EYEscape, Balitiye Monareng, and supplied

Design and Layout: Media Chef

CONTACT US

Comprehensive Online Education Services

University of Pretoria Hatfield Campus, Graduate Centre, 2-77