UP COES 2025 Annual Report by University of Pretoria

Comprehensive Online Education Services

2025 ANNUAL REPORT

Five Years. One Remarkable Journey. Celebrating People, Progress, and Possibility.

20 COES 25 ANNUAL REPORT

Five Years. One Remarkable Journey. Celebrating People, Progress, and Possibility.

Five years ago, the University of Pretoria (UP) reimagined learning. In 2025, Comprehensive Online Education Services (COES) celebrates five years of UPOnline, the University’s fully online learning journey. This report takes you behind the scenes, exploring the people, programmes, and innovations that have shaped fully online learning at UP. From pioneering initiatives to the stories of students and staff, join us as we reflect on COES milestones and look forward to a future of accessible, flexible, and world-class online education.

TABLE OF CONTENTS

Foreword

Expanding Access Through The UPOnline Higher Certificate In Sports Sciences

From The Vice-Principal: Academic

Meet Our Bursary Recipients

From The COES Director

Gugulethu Nkosi: A Dream Carried By Courage, Discipline, And Opportunity

Reflections & Milestones

Khanyisa Mbunga: Turning Dreams Into Opportunity

About COES

Global Learning Without Borders

Our Mandate

Teaching & Innovation

COES At A Glance

Smart Teaching, Stronger Health Systems

UPOnline In Numbers

Reimagining Public Management In A Digital World

Where It All Began: The Vision That Sparked UPOnline

Student Support 2.0: A New Era Of Care In Fully Online Learning

COES Over The Years

Growing With UPOnline: Julia Mamabolo’s COES Journey

Student Stories

Strengthening Quality In Fully Online Learning

From First Cohort To Academic Leader: Jo-Anne Koch’s UPOnline Journey

Research Advancing Scholarship In Online Education

Purpose Over Obstacles: Thabang’s UPOnline Path To Graduation

Designing Online Learning For Craniofacial Orthodontics At UP

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Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

Finding Every Voice: Insights On Creating Inclusive Learning Environments

Why The First Two Weeks Matter Most In Fully Online Learning

Sharing UP’s Expertise, Shaping Learning Across Africa

Gala Highlights

UPOnline Five-Year Celebration Gala: A Night To Remember

COES 2025: Achievements And Highlights

Starting Strong: Gareth Viljoen’s UPOnline Journey In 2025

Behind The Scenes

The People Powering UPOnline

Then And Now: The People Of COES

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

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FOREWORD FOREWORD FROM THE VICE-PRINCIPAL: ACADEMIC With more than a century of academic excellence, the University of Pretoria (UP) continues to evolve. As student needs change, so too does the way we teach and extend access. This year, the University celebrated five years of excellence in fully online learning through our UPOnline initiative. This milestone reflects both our progress and our commitment to widening access in meaningful ways. Fully online learning is now part of how we reach and support students wherever they are. Prof Loretta Feris

Together, we are wellpositioned to shape impactful futures, not only for our students but for the University and the communities we serve. UPOnline is more than a mode of delivery; it is an integral part of UP’s future.

For me, it is both encouraging and energising to oversee a directorate as innovative and committed as the Comprehensive Online Education Services (COES), which drives UP’s fully online learning programmes. Their work is helping us rethink what teaching, learning and student support can look like in a university preparing itself for the future. The University’s strategic direction, ThriveUP: Shaping Impactful Futures, reminds us that the next decade will require universities to be human-centred, globally connected, technologically empowered, and deeply engaged with society. UPOnline naturally aligns with this direction. It makes UP’s academic excellence accessible to more people, including working individuals, professionals seeking advancement, and students across Africa, and increasingly, beyond the continent. It strengthens digital capability across our faculties, supports flexible lifelong learning, and positions us as an African leader in online education.

I am encouraged by the continued expansion of our online programmes. In the coming years, UP will launch several new fully online postgraduate qualifications. These additions speak not only to demand but also to the University’s commitment to reimagining learning pathways for a changing world and contributing to postgraduate success. As our fully online programmes portfolio grows, so too does our responsibility to ensure quality, relevance, and an exceptional student experience. Together, we are well-positioned to shape impactful futures, not only for our students, but for the University and the communities we serve. UPOnline is more than a mode of delivery; it is an integral part of UP’s future, and I am excited for what lies ahead. Here’s to the next five years of growth, innovation and fully online learning excellence at UP.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

FOREWORD FROM THE COES DIRECTOR This year, as we marked five years of UPOnline, I found myself reflecting often on how this journey began, with a small group of people and a shared belief that the University of Pretoria (UP) could offer something truly meaningful to students who cannot study on campus. What we celebrated this year was not just a milestone, it was the result of years of dedication to making UP’s high-quality education accessible to more people. Prof Linda van Ryneveld

Looking ahead, the next five years offer extraordinary possibilities. Several new fully online programmes will be launched, enabling more students to access high-quality UP education from anywhere in the world. 6

Today, UPOnline serves thousands of students who study from their homes and workplaces across the continent, and we have even seen a growing number of students enrolling from beyond Africa. That growth is not accidental. It is the result of a dedicated team, committed partners, and colleagues across UP who share our mission of achieving excellence in fully online learning. I extend heartfelt thanks to the many colleagues who have supported us, from professional services staff to academics and Faculty leadership who fully embraced online learning and worked with us every step of the way. UPOnline has always been a collaborative effort, and it continues to be strengthened by those who believe in its purpose. Change is a natural part of our growth, and we are welcoming new colleagues and new programme coordinators into the UPOnline family. I am grateful for the leadership of Prof Liz Wolvaardt and Prof Lianne Malan, who will step down as programme coordinators of the Postgraduate Diploma in Public Health and Postgraduate Diploma in Public Management. They have steered these two programmes with excellence, shaping the strong academic foundation we have today.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

I look forward to working closely with new programme coordinators who will guide the next chapter of our UPOnline qualifications with fresh ideas and renewed energy. Looking ahead, the next five years offer extraordinary possibilities. Several new fully online programmes will be launched, enabling more students to access high-quality UP education from anywhere in the world. Technology is advancing rapidly, with AI, automation, and digital ecosystems evolving at an unprecedented rate. These developments will profoundly transform how we teach, learn, and support our students. For us, this is not something to fear, but something to harness and utilise. Reaching the five-year mark is a moment of great pride. But the work ahead, the next five years, feels even more exciting. We have a strong foundation, a growing team, new programmes on the horizon, and a shared commitment to excellence. The journey continues, and I am honoured to walk it with all of you.

REFLECTIONS & MILESTONES

OUR MANDATE ABOUT COES

Provide access to higher education through fully online distance education By introducing UPOnline programmes into the University’s qualification mix, COES enables greater access to higher education, and the UP brand in particular, without the limitations of physical campus space, addressing challenges related to capacity constraints.

Leverage advances in technology UPOnline programmes embrace technological innovation to support flexible and accessible learning. By harnessing new technologies, the University can bridge geographical barriers and extend inclusive education to students in remote and underserved areas.

WHO ARE WE? Comprehensive Online Education Services (COES) is an academic directorate at the University of Pretoria (UP) dedicated to delivering high-quality, fully online learning experiences. Our work is driven by a commitment to accessibility, ensuring that quality education is available to learners across South Africa and beyond. Through UPOnline, COES offers flexible, world-class learning opportunities that enable students to further their education at their own pace, regardless of location. With innovation at our core, COES continues to shape the future of online education while expanding access to a diverse global learning community.

National and international reach Through UPOnline, UP expands its geographical footprint, attracting a more diverse student population, fostering cultural exchange, and strengthening its international presence.

Support postgraduate and working students Flexible online study options cater to the needs of working professionals and postgraduate students, making it possible for them to pursue further education while contributing meaningfully to their respective fields.

Generate revenue

WHAT WE DO COES identifies programmes in high demand and transforms them into high-quality, fully online learning opportunities that expand access for working professionals and international learners, while upholding the University’s academic and quality standards.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

Increased enrolment in UPOnline programmes contributes to additional income through tuition fees and state subsidies, supporting the University’s financial sustainability in a challenging economic environment.

Emphasise student-centred learning UPOnline prioritises student needs by offering structured, yet flexible learning pathways that allow students to study at their own pace and from any location. This approach is further supported by a modular payment model, enabling students to pay only for the modules they are registered for at a given time. Together, these features, along with a call centre which provides a rather unique student support service, create an inclusive and supportive learning environment in which students can succeed and thrive.

REFLECTIONS & MILESTONES

FIVE YEARS OF IMPACT COES AT A GLANCE

ESTABLISHED IN

PERMANENT STAFF

INTERNS

2018

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

REFLECTIONS & MILESTONES

UPONLINE IN NUMBERS UPOnline Programmes

Duration of Programmes

2 fully online postgraduate programmes

2 Years

1 fully online undergraduate programme

Enrolments by Programme (2020–2025)

Students Enrolled in UPOnline Programmes since 2020

Postgraduate Diploma in Public Health: 9 443 students 2020

488

2021

2022

2023

2025

2024

1 321 1 891 1 885 1 848

2020

2021

2022

2023

2024

2025

262

497

629

698

762

Higher Certificate in Sports Sciences: 759 students

2024

2025

298

407

560

2021

2023

2024

1 583 2 388 2 568 2 844

2025

3 179

2 010

Postgraduate Diploma in Public Management: 2 920 students

2023

2020

Graduates by Programme Since the First Cohort Postgraduate Diploma in Public Health: 2 323 Postgraduate Diploma in Public Management: 579 Higher Certificate in Sports Sciences: 48

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

2 950 Graduates from Fully Online Programmes since the First Cohort (2021-2025)

1 190 International Students Enrolled in UPOnline Programmes (2020–2025) International student representation by region and continent SADC leads international enrolments, with students also coming from West and East Africa, as well as Asia, Europe, and North America.

REFLECTIONS & MILESTONES

WHERE IT ALL BEGAN: THE VISION THAT SPARKED UPONLINE If you sit down across from Professor Linda van Ryneveld, Director of Comprehensive Online Education Services (COES), in her office, it is hard to miss the whiteboard on the wall behind her desk. Scribbled on it with a marker are notes, names and dates, traces of bygone discussions, and the collaborative work that set UPOnline in motion.

The whiteboard in Prof van Ryneveld’s office in the Graduate Centre on the University of Pretoria’s (UP) Hatfield campus has become a visual record of how UPOnline grew from an idea into a comprehensive, fully online offering that serves thousands of students studying from wherever they live and work.

As one of the architects of UPOnline, Prof van Ryneveld has played a key role from the start, guiding the conversations and decisions that helped move a bold idea from concept to reality. Those early conversations revealed exciting possibilities that UP could reach students it had never reached before and offer them a fully online learning experience equal in quality to the one on campus.

UPOnline grew from an idea into a comprehensive, fully online offering that serves thousands of students studying from wherever they live and work.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

REFLECTIONS & MILESTONES

LAYING THE FOUNDATIONS OF UPONLINE Prof van Ryneveld explained that the UPOnline journey began in 2017, when a UP delegation visited the head office of Academic Partnerships, a Dallas-based company in the United States (US), that works with universities to offer fully online degree programmes. With global shifts in higher education pushing online learning to the forefront, the UP delegation travelled to Texas to explore models of fully online learning. Prof van Ryneveld says the decision to sign an initial contract for a set of online programmes with Academic Partnerships was a bold one, challenging long-held ideas of what a UP qualification could look like. For an institution with a long and proud history of contact teaching, considering fully online programmes meant stepping into unfamiliar territory. “All of that was crazy, at that time. It was a hard sell because every single directorate and department in the university that had a touchpoint with this UPOnline model had a different way of doing things, and they had to make changes in their head to open their mind.” Recalling those early days, Prof van Ryneveld said that some of those travelling to the US returned convinced; others believed that UP should build its own capacity. One thing was clear; however, the world of higher education was changing, and UP needed a strategy.

It was a hard sell – every part of the university had to rethink how they worked and open their minds to a new way of doing things.

A GROWING TEAM, A GROWING VISION

REIMAGINING LEARNING

By the time UPOnline launched its first fully online programme, the Postgraduate Diploma in Public Health, in 2020, COES was ready, with a small, committed team driving an institution-wide initiative.

Adopting a fully online learning model for some UP qualifications sparked a significant period of change management, according to Prof van Ryneveld. It meant reimagining everything from admissions and fees to module design and assessment, and it required UP to rethink how it served students who might never step onto campus. Backed by the then Deputy Vice-Chancellor for Teaching and Learning, Prof Norman Duncan, the COES Director met repeatedly with deans, faculty boards and committees. At the same time, Prof van Ryneveld led intensive process-mapping workshops with colleagues across the professional services environment, including Information Technology, Finance and Institutional Advancement. These sessions outlined how a fully online student would navigate UP systems, including application processing, fee structures, enrollment procedures, and the support required for independent distance learning. This collaborative work eventually shaped the two major workstreams that still define COES today.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

From 2018–2020, COES slowly expanded its capacity, dividing its work into two areas: one focusing on academics and learning design, and the other on systems, processes, and operations. Learning designers joined under Dr Eugenie Wolff, while systems and process specialists joined under Henriette Crafford. Project support staff, interns and administrative roles also came on board, strengthening both sides of the directorate.

To many, UPOnline appeared to be a direct response to COVID-19, as marketing for the programme began in March 2020. In reality, however, the model had been designed and developed long before the pandemic. “This wasn’t the emergency, quick fix move to online learning we saw in 2020”, Prof van Ryneveld emphasises. “UPOnline was built deliberately, with deep thought about pedagogy, student support, technology and quality. UPOnline programmes were designed from day one around high-quality online pedagogy, carefully structured learning pathways, integrated student support, scalable systems, and strong quality assurance.” As UPOnline offerings expanded with a fully Postgraduate Diploma in Public Management, also introduced in 2020, and a Higher Certificate in Sports Sciences in 2023, COES expanded its support team by bringing in data science, marketing, and finance capacity to meet increasing demand.

REFLECTIONS & MILESTONES

“UPOnline was built deliberately, with deep thought about pedagogy, student support, technology and quality. OPENING ACCESS, EXPANDING REACH For Prof van Ryneveld, the core idea behind UPOnline remains simple, yet powerful: access to high-quality UP programmes without the limits of physical constraints. “The demand for the UP brand is strong across the country. Many people want a UP qualification because they know this is where the experts are. In the past, distance made that impossible for many of them, but with fully online programmes, they now can.” Highlighting the potential to attract students from anywhere, Prof van Ryneveld says that fully online education has opened a new way for the University to expand its reach. “It offered solutions to several challenges, limited space for contact students, growing national demand for the UP brand, working adults unable to attend classes in person, and the opportunity to reach students nationwide and across the continent.” Looking back over five years of UPOnline, Prof van Ryneveld identifies several lessons that continue to guide the UPOnline model. This is to provide a “quality experience for students, keep things as simple as possible, ensuring that things are scalable and keeping the student at the centre”.

Online learning is no less – with the right design, it can be richer and more focused than a 300-seat lecture hall.

“Online learning is no less. With the right design, it can be richer and more focused than a 300-seat lecture hall experience.” Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

REFLECTIONS & MILESTONES

COES OVER THE YEARS Comprehensive Online Education Services (COES) is established under the leadership of Professor Linda van Ryneveld, to drive the development of fully online programmes at the University of Pretoria (UP)

29 JUNE

Postgraduate Diploma in Public Health goes live.

Postgraduate Diploma in Public Management follows.

2019

2022 Launch of UP’s first two fully online postgraduate diplomas.

2018

2020 A core team is formed to support UP’s fully online programmes

4 MAY

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

COES becomes a permanent directorate at UP First cohort of the Postgraduate Diploma in Public Health and Postgraduate Diploma in Public Management graduates.

REFLECTIONS & MILESTONES

First fully online undergraduate programme, the Higher Certificate in Sports Sciences, goes live.

2024

First cohort in Higher Certificate in Sports Sciences programme graduates Five years of fully online learning celebrated at UP.

2023

Record number of UPOnline graduates celebrated at the Autumn and Spring graduation ceremonies.

2025

Diploma in Public 599 Postgraduate Health: 599 graduates in 2024

(282 in April; 317 in September).

Diploma in Public 144 Postgraduate Management: 144 graduates in 2024 (57 in April; 87 in September)

COES OVER THE YEARS Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

STUDENT STORIES

FROM FIRST COHORT TO ACADEMIC LEADER: JO-ANNE KOCH’S UPONLINE JOURNEY When Jo-Anne Koch joined the first UPOnline intake in 2020, she was stepping into a new way of learning at the University of Pretoria (UP). Enrolling for the Postgraduate Diploma in Public Health, UP’s first fully online postgraduate qualification, she began her studies in a format that was new to both students and the institution. She embraced the programme with curiosity, motivated by how the pandemic highlighted the urgency of public health and her desire to learn more about it. Since completing her studies, Jo-Anne’s career has continued to grow. She now serves as the Academic Registrar at the Foundation for Professional Development (FPD), where she also facilitates selected online leadership courses, applying many of the skills she first developed during her online studies.

Jo-Anne Koch Jo-Anne Koch, one of UPOnline’s first students, now an Academic Registrar at the Foundation for Professional Development.

Since completing her studies, Jo-Anne’s career has continued to grow, applying many of the skills she first developed during her online studies.

STEPPING INTO A NEW WAY OF LEARNING Looking back on her experience as an early UPOnline student, Jo-Anne remembers the transition to fully online learning as smoother than she expected. “I found the online environment welcoming and flexible, allowing me to plan my week effectively, while still meeting all my work responsibilities”, she recalls. Jo-Anne says the ability to revisit recorded lectures and download materials became invaluable, helping her manage assignments and learn at a pace that suited her. Studying fully online also gave Jo-Anne practical insight into what students need to succeed. “My understanding of the online learning environment now plays a significant role in how I support and guide FPD students”, she explains. “Having personally navigated online studies, I can anticipate challenges, respond with empathy, and provide practical strategies to help them succeed.”

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

STUDENT STORIES

FROM STUDENT TO ACADEMIC LEADER For Jo-Anne, obtaining her UPOnline qualification also opened new academic and professional doors. After completing the Postgraduate Diploma in Public Health, she went on to earn a Master’s in Public Health. This shift into the health field was intentional. “My transition into the health field was a deliberate step, as I wanted to deepen my knowledge and contribute to improving health outcomes”, she says. Today, as an Academic Registrar and facilitator of online leadership courses, Jo-Anne uses her UPOnline experience daily, from time management and structured planning to understanding how adults learn in digital spaces.

My transition into the health field was a deliberate step to deepen my knowledge and contribute to improving health outcomes.

“Their commitment goes beyond delivering content; they create accessible, flexible opportunities for students from diverse backgrounds to pursue higher education. UPONLINE’S GROWTH Reflecting on UPOnline’s growth since 2020, she notes how much the initiative has expanded. “I have observed first-hand how the number of students has grown over time and how UPOnline has effectively supported them throughout their journeys”, says Jo-Anne. “Their commitment goes beyond delivering content; they provide accessible, flexible learning opportunities that enable students from diverse backgrounds to pursue higher education.” Jo-Anne advises students to embrace the flexibility and resources that UPOnline offers. “Take advantage of recorded lectures, downloadable materials, and online discussion forums, reach out for support when needed, and plan your time carefully to ensure that work, studies, and personal commitments can all be managed successfully. Approach the journey with curiosity, persistence, and an open mind.”

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

STUDENT STORIES

PURPOSE OVER OBSTACLES: THABANG’S UPONLINE PATH TO GRADUATION Growing up in the village of Ga-Hlopha in Limpopo, Thabang Matlala always knew he wanted to help people live healthier lives. That calling led him to enrol for the Postgraduate Diploma in Public Health through UPOnline, even though he started his journey unemployed and unsure where the future would lead. The challenges were real. Managing financial strain and balancing everyday responsibilities often made studying difficult. But what weighed on him the most was the loss of someone very close to him during the course of his studies. Thabang Matlala UPOnline graduate Thabang Matlala, turning personal challenges into a passion for better healthcare in rural communities.

BALANCING PERSONAL LIFE AND STUDIES “There was a time when I wanted to give up”, he says. “I had to balance day-to-day living with grief and studying.”

The challenges were real, but I remained committed to my goal of helping others live healthier lives.

What kept him going was his passion for public health and a strong support system. Thabang’s family and friends helped him stay focused by reminding him to rest, talk through challenging moments, and still make time for joy, whether it was attending music shows or exploring new places. Volunteering at LIV Village in KwaZulu-Natal, an organisation that provides residential care for vulnerable children, also gave him the courage to continue. “Seeing the impact of dedicated healthcare professionals and volunteers and the resilience of the community inspired me to persevere, even when financial challenges seemed insurmountable.”

GRADUATING WITH PURPOSE In 2023, Thabang graduated from the University of Pretoria with a Postgraduate Diploma in Public Health. For him, achievement is more than a qualification; it is proof of what determination can do. “Looking back, I can safely say that with the right community and mindset… a lot can be achieved”, he says proudly. Today, Thabang is even more driven to serve rural communities and help bridge the healthcare access gap. His online learning journey strengthened his resilience, deepened his compassion, and fuelled his purpose. Thabang’s message to students facing difficulties is, “You’re not alone. Keep pushing forward, one step at a time. Your breakthrough is nearer than you think.”

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

STUDENT STORIES

EXPANDING ACCESS THROUGH THE UPONLINE HIGHER CERTIFICATE IN SPORTS SCIENCES Launched in 2023 as the University of Pretoria’s first fully online undergraduate programme, the UPOnline Higher Certificate in Sports Sciences reached a proud milestone in 2025 with its first cohort of graduates. These students completed two years of fully online study while balancing work, sport, and personal responsibilities—demonstrating the flexibility and accessibility the programme was designed to offer. Offered through the Department of Humanities Education in the Faculty of Education, the programme equips students with foundational knowledge in human movement, coaching, fitness, and personal development. Modules cover areas such as motor skills development, basic anatomy and physiology, sports injuries, nutrition, training principles, coaching professionalism, recreation, and a practical sports component. The qualification is open to anyone with an interest in sport—from working adults and aspiring coaches to athletes and school leavers looking to continue their studies. To celebrate this first graduating class, the Comprehensive Online Education Services (COES) introduced the UPOnline Higher Certificate in Sports Sciences Bursary Competition, promoted at ChooseUP Day on the Groenkloof Campus in August 2025. A full bursary covering the programme’s two-year duration was awarded, giving students access to UP’s world-class education and removing financial obstacles for those with passion and potential.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

STUDENT STORIES

MEET OUR BURSARY RECIPIENTS GUGULETHU NKOSI: A DREAM CARRIED BY COURAGE, DISCIPLINE, AND OPPORTUNITY

When I run onto the field, I carry more than just my talent – I carry a dream.

When Gugulethu Nkosi runs onto the field, she carries more than just her boots and talent; she holds a dream. Growing up in Tsakane, Brakpan, she discovered her love for soccer early and worked her way into the professional ranks. Today, she plays for First Touch Ladies Football Club in Limpopo, proudly competing in the Hollywoodbets Women’s League. Between training and competing, her days are full, however, her ambitions stretch far beyond the field.

When the news arrived that she had won, she was overcome with emotion, exclaiming: “I was overjoyed, it was an amazing feeling, and I couldn’t believe it.”

When Gugulethu learned about the bursary at ChooseUP Day, she recognised an opportunity opening, as her long-held ambition had been to study sports science in a way that supports both her career and her community.

“What I love about soccer is the thrill of competition, the team spirit with my teammates, and the opportunity to inspire young girls in my community to pursue their dreams”, she says. “If you’re thinking about studying online, I’d say go for it! It’s a great way to balance your studies with other commitments.”

For Gugulethu, the value of the bursary lies not only in the financial support, but in the flexibility the fully online Higher Certificate in Sports Sciences offers. With UPOnline, she can continue training, travelling, and competing while studying from anywhere.

Bursary winner

Gugulethu Nkosi Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

STUDENT STORIES

KHANYISA MBUNGA: TURNING DREAMS INTO OPPORTUNITY Khanyisa Mbunga has always had a love for sport. Growing up in the small village of Lusikisiki in the Eastern Cape, she admired the world of fitness and movement from a distance, even though she never had the opportunity to participate in it. That early passion stayed with her, shaping her dream of one day helping others build healthier, stronger lives. A self-described gym fanatic, the Cape Town-based Khanyisa was thrilled when she received the opportunity to study the UPOnline Higher Certificate in Sports Sciences, a step that brought her long-held dream within reach.

EXCITED FOR WHAT COMES NEXT When Khanyisa came across the UPOnline Bursary Competition, she knew immediately what it meant: a chance to finally invest in the future she had imagined for years.

Bursary winner

Khanyisa Mbunga

“I always wanted to develop my knowledge and expertise in physical training, understanding human anatomy, and learning about nutrition. I felt hopeful again when I heard about the contest. I thought, ‘This is my chance.’ I took a chance, not knowing what the outcome would be, but I trusted God after doing my part.”

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

For Khanyisa, movement has always held power. “I witnessed first-hand how exercise and movement could transform people’s lives, their overall wellbeing, and I aspired to be a part of that. Studying sports sciences is a way to heal my inner child and give her what she has always dreamed of in a different form. I want to become someone who not only helps people reach their fitness goals, but also lifts them and inspires them along the way.”

Given a new beginning, studying for the Higher Certificate in Sports Sciences is Khanyisa’s first step toward becoming a certified personal trainer and future fitness and wellness coach. Her advice to future UPOnline students? “Go for it. Don’t let fear or doubt stop you. You can learn online at any time and take control of your future. It might be tough at times, but discipline and dedication are what will carry you through. It’s worth it if you keep going, it’s changing my life, and it could change yours too.”

STUDENT STORIES

GLOBAL LEARNING WITHOUT BORDERS Online studies made it possible for me to work, raise my family, and continue my education at the same time.

For many international students, studying at a South African university traditionally meant crossing borders, securing visas, finding accommodation, and putting personal and professional lives on hold. UPOnline has changed that reality, enabling students to access a University of Pretoria (UP) qualification from anywhere in the world. For Elizabeth Kapiye, this flexibility made higher education possible without leaving home. Based in Namibia, she completed the Postgraduate Diploma in Public Health through UPOnline in 2025. With a background in human resources and occupational health, Elizabeth enrolled in the programme while managing a full professional life and raising a family. “I am a wife, a mother of three, and a professional”, she says. “Online studies were a viable option that enabled me to work and study simultaneously, and I do not regret this choice at all.”

LEARNING BEYOND BORDERS

LASTING IMPACT

Elizabeth’s experience mirrors a broader trend in UPOnline’s international enrolments. Students from the Southern African Development Community (SADC) region continue to make up the largest share of international registrations, highlighting how fully online learning is expanding access without requiring students to leave their home countries.

Elizabeth also highlights the role of student support in making online study work across borders. “The professionalism and timely response to queries from the online support staff made the experience fluid for international students”, she says.

For Kapiye, studying fully online brought both flexibility and discipline. Tight deadlines demanded careful planning and strict time management, however, navigating these challenges strengthened her resilience. “There were difficult situations at different levels”, explains Elizabeth. “Embracing them and finding practical solutions truly sharpened the saw.”

Elizabeth Kapiye A Postgraduate Diploma in Public Health student from Namibia, completed her UPOnline studies while balancing family, work, and professional growth.

Completing the qualification has had a lasting impact on her personal and professional growth, strengthening her accountability, time management, and confidence in engaging with diverse viewpoints in public health. Reflecting on her journey, Elizabeth’s advice to other international students is straightforward: “I would recommend it to anyone. It takes commitment and dedication.”

One of the most valuable aspects of her experience was the opportunity to connect beyond national borders. Studying alongside fellow international students exposed her to new perspectives and professional networks, enriching the learning experience beyond the curriculum itself.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

TEACHING & INNOVATION

SMART TEACHING, STRONGER HEALTH SYSTEMS At the University of Pretoria (UP), fully online learning is not simply a digital version of the classroom; it is a shift in how education equips professionals to improve the world around them. Prof Sean Patrick Facilitates digital-first public health learning through UPOnline, helping students apply knowledge directly to real-world challenges.

In my teaching, I use examples such as climate change, water security, and vaccine hesitancy; issues that students can see and experience in their own environments.

In the UPOnline Postgraduate Diploma in Public Health, facilitators like Professor Sean Patrick create learning experiences that mirror the urgent issues facing communities today. Students engage with essential competencies, including epidemiology, biostatistics, health policy, environmental health, and research methodology; all of which are connected to the realities they encounter daily. “We cover essential public health core competencies, but always through the lens of real-world challenges”, Prof Patrick explains. “In my teaching, I use examples such as climate change, water security, and vaccine hesitancy; issues that students can see and experience in their own environments.”

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

TEACHING & INNOVATION

AN INTERACTIVE AND STUDENTCENTRED LEARNING ENVIRONMENT

PRODUCING WELL-ROUNDED GRADUATES

The online learning experience is intentionally interactive and student-centred. Students participate in digital discussions, explore case studies, and complete creative assessments that enable them to communicate public health issues to diverse audiences effectively.

For Prof Patrick, teaching online is about shaping wellrounded graduates who are ready to respond to diverse public health needs.

Prof Patrick values how the digital environment supports professional growth: “These methods foster self-regulation, digital literacy, and collaborative critical-thinking skills that are vital for today’s public health professionals.” This teaching philosophy is reflected in a recent study he co-authored, ‘Enhancing Public Health Education Through Smart Learning Environments: Integrating Technology and Pedagogy’, published in Medical Science Educator (May 2025). The paper demonstrates how smart learning environments, including flipped classrooms, game-based learning, and interactive simulations, can enhance learning when aligned with clear pedagogical goals.

“It is about mentoring future leaders who will carry forward the vision of equity, resilience, and universal health coverage.” As UPOnline continues to expand its fully online programme offering, this approach illustrates how digital education can remain practical, connected, and responsive to the evolving needs of public health across South Africa and beyond.

Read Prof Sean Patrick’s research article.

It also emphasises the importance of helping students learn to advocate for change. “I challenge students to present their knowledge in creative ways, whether through cartoon strips or video responses”, he says, noting how these activities strengthen communication and confidence.

These methods foster self-regulation, digital literacy, and collaborative critical-thinking skills that are vital for today’s public health professionals. 26

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

TEACHING & INNOVATION

REIMAGINING PUBLIC MANAGEMENT IN A DIGITAL WORLD For Professor Onkgopotse Madumo, public management is not just an academic discipline; it is a lived practice shaped by real-world challenges. Prof Madumo’s work reflects a deep understanding of how public institutions function and how they can be strengthened. As the new Programme Coordinator for the UPOnline Postgraduate Diploma in Public Management, he brings experience, insight, and a strong belief in the power of digital learning.

Prof Onkgopotse Madumo New Programme Coordinator for the Postgraduate Diploma in Public Management.

Public management is not just an academic discipline; it is a lived practice shaped by real-world challenges.

An Associate Professor of Public Administration in the School of Public Management and Administration, Prof Madumo brings more than 15 years of teaching and research experience to the role. His career spans academia, policy research, and public sector advisory work, including serving as a research consultant on several government-commissioned projects and advising the Department of Cooperative Governance and Traditional Affairs on the remodelling of a developmental local government.

A FUTURE-READY APPROACH TO PUBLIC MANAGEMENT Taking on the role of programme coordinator was driven by Prof Madumo’s passion for digital teaching and learning, as well as a recognition that higher education must adapt to remain relevant. “How we teach now is completely different from how it was done 20 years ago”, he says. Prof Madumo goes further by stating the fully online Postgraduate Diploma allows him to “harness and improve

on my teaching approach, thereby aligning with where the world of work is heading”. This future-focused approach is particularly important for the programme’s target audience, working professionals. Prof Madumo understands the pressures they face. “Working professionals have a demanding schedule. They play multiple roles simultaneously”, he notes. The programme’s flexible structure and carefully paced modules are designed to ensure that students can actively engage with learning “while not severely disrupting their daily lives”.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

TEACHING & INNOVATION

STRENGTHENING THE PUBLIC SECTOR Beyond flexibility, the programme places strong emphasis on real-world impact. Prof Madumo explains that graduates develop managerial skills and modern management techniques that enable them to contribute meaningfully within public sector organisations. “Our graduates possess skills that aim at reconfiguring the functioning of a modern public sector organisation”, he says. This impact is reflected in industry feedback, where graduates are recognised for their ability to advocate for effective policies and support efficient service delivery. What excites him most about the programme’s growth is its expanding reach and diversity. Referring to public sector employees across various agencies and managerial levels, Prof Madumo explains “this programme provides access to a diverse group of students”. As enrolments extend beyond South Africa’s borders, students from different countries and cultural backgrounds are brought together, creating a collaborative learning environment where shared experiences enrich the academic journey.

SUPPORTING GROWTH For Prof Madumo, supporting students through this journey is both a responsibility and a privilege. His message to current and future UPOnline students is grounded in encouragement and realism. “Balancing work, life and studies is difficult; however, every module you complete is an investment in your future.” He emphasises that commitment and discipline are key, adding: “Keep going as each step forward brings you closer to your goals and the career you envision. The sky is the limit.”

Balancing work, life and studies is difficult; however, every module you complete is an investment in your future.

Our graduates possess skills that aim at reconfiguring the functioning of a modern public sector organisation.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

TEACHING & INNOVATION

STUDENT SUPPORT 2.0: A NEW ERA OF CARE IN FULLY ONLINE LEARNING When Comprehensive Online Education Services (COES) launched its first fully online programmes in 2020, one priority stood out above all others: ensuring students always felt supported, no matter where they were in the world. Five years later, that priority has evolved into a proactive and personalised support system that empowers thousands of UPOnline students, primarily working individuals, to thrive while studying fully online.

Ensuring students always felt supported, no matter where they were in the world.

Behind every UPOnline student’s journey is a team dedicated to their success. Student Administration and UPOnline Systems, from left: Julia Mamabolo, Henriette Crafford, Tshepang Molemone, Sikoletfu Dlamini, and David Makhopye. Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

TEACHING & INNOVATION

SUPPORT FROM THE VERY FIRST CLICK From the moment students first click on the University website to start their application for fully online programmes, the COES Student Administration and UPOnline Systems team supports them, ensuring that processes are accurate, timely, and student friendly. The small team of five handles the whole student lifecycle administration, from application to admission, registration to graduation. “We ensure that every process is accurate, timely, and student-friendly, allowing students to focus on their studies without unnecessary administrative burdens”, says Henriette Crafford, Project Manager: Student Administration & UPOnline Systems.

PROACTIVE SUCCESS STRATEGIES Over the years, several key innovations have transformed the way support is delivered to UPOnline students. One of the most effective measures has been the introduction of atrisk monitoring, which enables the Student Administration and UPOnline Systems team to identify students who may be falling behind and reach out before minor setbacks become significant problems. Another significant shift has been ensuring students get the proper support at the right time. As students’ progress and grow more confident, the team adjusts its outreach to ensure support remains useful and empowering. Student feedback directly shaped this evolution, reinforcing what matters most to older working individuals, such as respect for their independence and access to help when needed.

Ongoing personalised outreach ensures students remain supported and guided. Through the UPOnline Contact Centre, provided by Higher Education Partners South Africa (HEPSA), a third-party partner, the team offers real-time assistance, responding to queries, reminding students of upcoming deadlines, and providing support when life gets in the way. “We work closely with faculties, finance, IT, and our thirdparty partners to make sure every touchpoint is consistent, responsive and aligned with UP’s standards of excellence”, Henriette explains.

Technology also plays a central role in keeping students on track. The integration of data from the clickUP Learning Management System into the customer relations management system enables the team to prioritise outreach, tailor communication, and continually improve how support is delivered. Predictive analytics, automated reminders, and new dashboards help identify when students need intervention, sometimes before they even request it. “We want to anticipate student needs, not just respond to them”, says Henriette. “Next-level student support is proactive, personalised and seamless.”

NEVER STUDYING ALONE Looking ahead, the team is exploring new channels, such as WhatsApp support, and carefully implementing artificial intelligence (AI) tools that can provide fast responses and automate routine communication. No matter how the tools evolve, Henriette Crafford is clear on the one constant: “At UPOnline, students may be studying online, but they are never studying alone.”

We want to anticipate student needs, not just respond to them.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

TEACHING & INNOVATION

GROWING WITH UPONLINE: JULIA MAMABOLO’S COES JOURNEY

When Julia Mamabolo stepped into Comprehensive Online Education Services (COES) in February 2021 as a Learning Design Intern, she entered unfamiliar territory: the world of fully online learning. However, she arrived with a mindset that would shape her path: “I am confident in my ability to learn, regardless of the task”. From designing course content to mastering systems and student support, Julia’s journey has been one of steady growth. Now a permanent member of the COES team, Julia leads UPOnline Support Services, guiding thousands of students through their academic journey with confidence and care.

GROWING WITH COES Having been part of UPOnline’s evolution, Julia has watched the directorate grow from a small team into a structure with more programmes, new systems, expanded office space and as she jokes, “a new big coffee machine”. When Julia first joined COES, her work focused on supporting the development of online modules, preparing transcripts, contributing to videos and infographics, and learning new software as she went. One moment stands out vividly: seeing one of her designs displayed in a live clickUP module for the first time. “That was one of my proudest and valued moments”, she says. “You often think about putting in the work and never really expect to see results. That moment told me that every work is worthwhile and requires effort.”

Julia Mamabolo From intern to Head Student Administration & UPOnline Support Services, Julia Mamabolo now leads a team supporting thousands of UPOnline students.

Another significant milestone was presenting on behalf of the 2021 intern group at the Fully Online in Distance Education Symposium. The growth, she says, has been both professional and personal. “I’ve learned that hard work pays off. For as long as you put in the work, your work will reflect you. I have also learnt to trust God and that He will enable and equip me with the necessary skills to help me do my work.”

SUPPORTING UPONLINE AND THE UNIVERSITY Moving from the Learning Design into the Student Administration & UPOnline Support Services function, Julia gained a deeper understanding of what fully online students need to succeed. “The skills I acquired from that experience have helped me with problem-solving when assisting students. I now know where to look with each new problem and thus, resolve it.” Julia also learned to value the shared knowledge around her, including those long meetings she once dreaded. “I admit that I was never a fan of long meetings; however, it’s remarkable how much of what was discussed in those meetings remains relevant in my current role. I find myself relying on past knowledge to inform my current decisions and duties in my role.” Julia’s evolving role helped her see her place in the bigger picture. “As an intern, I was part of the team”, she says, “but now I feel part of the vision and brand of both UPOnline and the University of Pretoria”.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

TEACHING & INNOVATION

STRENGTHENING QUALITY IN FULLY ONLINE LEARNING As the University of Pretoria’s (UP) fully online programmes continue to grow, the need for quality programmes, clear standards, and a positive student experience have become more important than ever. With UPOnline programmes expanding across more faculties, Comprehensive Online Education Services (COES) introduced a new Curriculum and Quality Assurance (QA) Specialist role to support excellence in fully online education at UP.

Taking on this new role, Dr Eugenie Wolff has been tasked with ensuring that UPOnline programmes meet national accreditation requirements, while also maintaining high internal standards of curriculum, pedagogy, and online learning design.

Dr Eugenie Wolff Ensuring the quality and credibility of UP’s fully online qualifications.

The need for quality programmes, clear standards and a positive student experience have become more important than ever. 32

Having previously served as Programme Manager for the Online Education department within COES, Dr Wolff has settled into this role with ease. In her new role since July 2025, Dr Wolff has developed a deep understanding of the process behind creating a fully online qualification, having worked closely with academics, learning designers, administrators, and external bodies. Many of the online education systems and templates used across UPOnline were established under her guidance, an experience that now informs her work in quality assurance.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

TEACHING & INNOVATION

QUALITY STUDENT EXPERIENCE

TOWARDS GLOBAL EXCELLENCE

For Dr Wolff, quality in online learning is more than compliance; it centres on the student experience.

Looking ahead, Dr Wolff sees the quality assurance function growing alongside UPOnline itself.

“This role ensures that UPOnline qualifications are not only DHET (Department of Higher Education & Training) approved, CHE (Council on Higher Education) accredited, and SAQA (South African Qualifications Authority) registered, but also compliant with UP standards and aligned with international best practice in online learning design. By embedding quality at every stage, that is, programme planning, module design, learning management system development, delivery, and review, the role strengthens the credibility, sustainability, and student experience of UP’s online portfolio.” Dr Wolff’s current role covers a broad range of tasks within the online programme journey. This includes reviewing curriculum documents, checking the quality of online modules, and supporting the onboarding of new programme teams. She also prepares phase-in and phaseout plans for programmes and will lead programme-level reviews from 2026 for UPOnline qualifications, which have produced their first cohort of graduates. Additionally, Dr Wolff is developing new academic and quality frameworks for UPOnline and supports several strategic projects across COES.

Quality assurance will evolve into a proactive driver of innovation, ensuring that UPOnline programmes are not only compliant, but continue to be internationally competitive and transformative for students. For Dr Wolff, success means that UPOnline programmes are trusted, recognised, and of consistently high quality. “Ultimately, success is when quality assurance is not seen as a checklist, but as an enabler of excellence, innovation, and equity in online learning.”

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

RESEARCH

RESEARCH ADVANCING SCHOLARSHIP IN ONLINE EDUCATION Research remains a cornerstone of Comprehensive Online Education Services (COES), underpinning the University of Pretoria’s (UP) commitment to evidence-based practice, innovation in online pedagogy, and the advancement of fully online learning. In 2025, COES staff made a significant contribution to scholarship in digital and online education through peer-reviewed publications, conference presentations, and postgraduate supervision.

SCHOLARLY PUBLICATIONS AND RESEARCH OUTPUTS

CONFERENCE ENGAGEMENT AND KNOWLEDGE EXCHANGE

Throughout the year, COES colleagues produced a diverse body of research exploring contemporary issues in online education. These ranged from gamification in learning environments, student perceptions of e-learning and teaching methodologies, to emerging trends in student retention and success in fully online programmes.

COES staff were also active contributors to international and regional academic conferences, sharing research insights and engaging with global scholarly communities.

Research articles were published in a range of national and international journals, including the Journal of Information Technology Education, European Journal of Dental Education, African Perspectives of Research in Teaching and Learning, Journal of Innovation and Research in Primary Education, International Journal of Innovative Science and Research Technology, and Journal of Applied Education and Teaching for Learning Sciences.

In July 2025, Prof Linda van Ryneveld, Director of COES, presented a paper at the Distance Education and Teachers’ Training in Africa (DETA) Conference, held in Mauritius from July 22-25. Prof van Ryneveld’s presentation explored research on the Online Mathematics Preparatory Course developed and delivered by COES, highlighting its role in strengthening students’ readiness for online studies. She also delivered the plenary wrap-up of the conference, titled “Island Reflections: Learning, Leading, and Listening”, which reflected on the conference and provided a vision for the future of distance education.

In March 2025, Mari van Wyk, Learning Designer, presented a paper titled “No Sirens: A Student Perspective on Using Virtual Reality in a Public Health Course” at the Asian Conference on Education & International Development, hosted by The International Academic Forum (IAFOR). Mari’s study contributed to discussions on the use of a virtual reality platform to enhance student engagement and simulate real-life experiences in a Public Health fully online learning environment. In September 2025, Bianca Le Cornu, Acting Project Manager: Online Education and Learning Designer, presented a paper titled “Reimagining Design Education for a New Generation of Designers” at the Design Education Forum of Southern Africa (DEFSA) Annual Conference, hosted by Nelson Mandela University in cooperation with AFDA in Gqeberha. Bianca’s work contributed to discussions on curriculum innovation and pedagogical transformation in the field of design education.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

RESEARCH

POSTGRADUATE SUPERVISION AND RESEARCH CAPACITY BUILDING Beyond publications and conference outputs, COES continued to play a vital role in research supervision and academic mentorship. In 2025, COES staff supervised 22 postgraduate students across PhD, master’s, and honours levels, contributing to the development of emerging scholars and strengthening the University’s research capacity in online education and related fields.

At a glance: 2025 research outputs Publications * Five peer-reviewed articles across international and regional journals Supervision * 22 PhD, master’s, and honours students supervised For a comprehensive list of all research activities and publications, visit: www.up.ac.za/COES

Prof Linda van Ryneveld Presenting at the Distance Education and Teachers’ Training in Africa (DETA) Conference in Mauritius

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

RESEARCH

DESIGNING ONLINE LEARNING FOR CRANIOFACIAL ORTHODONTICS AT UP As the University of Pretoria (UP) prepares to introduce more fully online programmes, new research is helping guide how hands-on specialist training can be designed online. A 2025 study published in the European Journal of Dental Education explores how Work-Integrated Learning (WIL), which is typically reliant on in-person clinical experience, can be adapted for an online postgraduate programme in craniofacial orthodontics. The European Journal of Dental Education is a respected, peer-reviewed publication that focuses on curriculum development, teaching methods, assessment, and quality assurance in dental education across Europe and beyond. It is the official journal of the Association for Dental Education in Europe and is published quarterly. Dr Mari van Wyk COES Learning Designer Dr Mari van Wyk, co-author of a paper on online learning design for craniofacial orthodontics, published in the European Journal of Dental Education.

Many orthodontists graduate feeling underprepared to treat patients with complex craniofacial needs, such as cleft lip and palate.

ALIGNING LEARNING WITH REALWORLD CLINICAL NEEDS The study was co-authored by Dr Mari van Wyk, Learning Designer in Comprehensive Online Education Services (COES), along with Prof Emad Ghabrial, Specialist in the School of Dentistry, and Prof Thomas Corné Postma, a healthcare practitioner specialising as a Dentist. Their research addresses an ongoing concern in the field: many orthodontists graduate feeling underprepared to treat patients with complex craniofacial needs, such as cleft lip and palate.

This often comes down to limited access to specialist centres, patient cases, and multidisciplinary teams, as well as conditions that are not always available outside major cities. To address this gap, the authors analysed existing research, accreditation frameworks, and evolving casebased assessment methods. From this, they identified key competencies required in training, including clinical reasoning, collaborative practice, exposure to diverse case types, and strong communication skills.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

RESEARCH

A FRAMEWORK FOR FUTURE ONLINE MODULES Using a design-thinking approach, the paper proposes how a fully online WIL module could be structured. Suggested teaching activities include multimedia case studies, problem-solving tasks, reflective journals, and collaborative discussions. Virtual simulation tools may also support learning where appropriate. Rather than presenting a finalised curriculum, the paper offers a framework that connects specialist learning outcomes with online instructional strategies, with accessibility and flexibility at the core.

SUPPORTING UPONLINE’S GROWING PORTFOLIO This research comes at an exciting time. As UPOnline marks five years of fully online learning, UP will soon launch a Postgraduate Diploma in Craniofacial Orthodontics, designed and delivered through COES and the School of Dentistry in the Faculty of Health Sciences. Prof Ghabrial, a distinguished orthodontist, will serve as the programme coordinator. The insights from this study help ensure the programme is built on strong learning design from the start, with plans to test and refine the model before implementation.

WHY FOCUS ON CRANIOFACIAL ORTHODONTICS? Craniofacial orthodontics supports patients with cleft lip, cleft palate, and other craniofacial anomalies, conditions that often require long-term follow-ups and a team of specialists working together. However, access to such training is limited by: • distance from specialist treatment centres, • availability of multidisciplinary teams, and

The insights from this study help ensure the programme is built on strong learning design from the start, with plans to test

• exposure to diverse and complex patient cases. Online postgraduate learning can help close these gaps, giving more professionals the confidence and capability to serve patients who need specialised care.

and refine the model before implementation. 38

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

Read full article

RESEARCH

FINDING EVERY VOICE: INSIGHTS ON CREATING INCLUSIVE LEARNING ENVIRONMENTS Comprehensive Online Education Services (COES) is committed to fostering collaborative, accessible and inclusive learning experiences. A recently published research paper offers timely insight into how participatory and dialogic approaches can strengthen engagement in higher education.

Balitiye Monareng Learning Designer at COES, contributed to national research exploring new ways of creating inclusive spaces for teaching and learning dialogue.

Discussions were shaped by the voices in the room: students; lecturers; support staff; emerging researchers; and experienced academics.

Published in 2025 in the peer-reviewed journal African Perspectives of Research in Teaching and Learning, the article brings together a national team of academics and academic developers from institutions including the University of Pretoria (UP), University of Cape Town, University of Johannesburg, Rhodes University, University of the Western Cape, Vaal University of Technology, Central University of Technology, and Durban University of Technology. COES Learning Designer Balitiye Monareng contributed to this collaborative research, representing UP in advancing inclusive and equitable participatory practices in scholarly environments.

REIMAGINING DIALOGUE THROUGH AFRICAN PHILOSOPHIES

intentionally removes formal hierarchies that often shape academic spaces. Through reflective narratives, Balitiye and her co-authors found that participants quickly adapted to this new format. Without slides or presentations, discussions were shaped by the voices in the room: students; lecturers; support staff; emerging researchers; and experienced academics. Facilitators noted that the environment encouraged honest exchanges about teaching, technology, transformation, and student support in a rapidly changing higher education landscape. At times, participants hesitated or paused before engaging, however, these moments were interpreted as meaningful shifts in the learning dynamic, allowing individuals to listen, think, and find confidence in contributing.

The study examines the reimagined structure of the 2024 Higher Education Learning and Teaching Association of Southern Africa (HELTASA) conference. Instead of traditional pre-conference workshops led by senior academics, HELTASA introduced small, dialogue-based sessions called Meqoqo under the Baobab. This shift aligns with African philosophies of Ubuntu and Ukama, emphasising community, relationships, and shared knowledge, and

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

RESEARCH

A SHARED FUTURE FOR INCLUSIVE LEARNING While the study focused on an in-person gathering, its insights reach beyond conference walls. The researchers highlight that truly inclusive participation requires intentional design, an idea that strongly resonates with UPOnline’s commitment to creating digital learning environments where students feel connected rather than isolated. As UPOnline continues to expand its programme offerings, building spaces where diverse perspectives can shape learning remains a priority. The study reinforces that inclusive design can enhance both engagement and success, especially for students entering higher education from different professional, cultural, and educational backgrounds. As UPOnline looks ahead to its next five years, research like this supports the continued evolution of online pedagogy at UP, ensuring that every student, regardless of their location, has a place in the conversation.

Read the full paper.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

RESEARCH

WHY THE FIRST TWO WEEKS MATTER MOST IN FULLY ONLINE LEARNING As the University of Pretoria (UP) celebrates five years of fully online learning through UPOnline, new research has shed light on one of the most important lessons learned from the early cohorts: If students make it through the first two weeks, they are highly likely to succeed. This finding is based on a research study published in September 2025 in the Journal of African

Education and Traditional Learning Systems (JAETLS). The article, titled ‘Examining the trends and patterns of student retention in a fully online Postgraduate Diploma programme’, was conducted by Prof Linda van Ryneveld, Director of Comprehensive Online Education Services (COES), together with former COES colleagues Dr Kimera Moodley and Donald Tive, now both at the Council on Higher Education.

The study analysed 811 students who enrolled in the UPOnline Postgraduate Diploma in Public Health between 2020 and 2022, UP’s first fully online postgraduate qualification, providing a detailed view of how students progressed during UPOnline’s foundation years.

If students make it through the first two weeks, they are highly likely to succeed.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

RESEARCH

EARLY RETENTION: THE MAKE-ORBREAK MOMENT

INSIGHTS SHAPING THE NEXT FIVE YEARS

The most evident trend observed was timing. Across all six cohorts, 79% of students who withdrew did so within the first two weeks. After this early period, module success rates remained consistent at 71–77%. Once students settled into the rhythm of online learning, they generally stayed the course and completed their studies successfully.

The findings confirm that retention begins on day one and is strongly influenced by onboarding and orientation, early academic engagement, prompt student support, and digital readiness.

These patterns underscore the importance of the early weeks, when students are adjusting to new platforms, establishing study routines, and learning to balance academic work with their personal lives, including jobs, families, and everyday responsibilities.

WHAT STUDENTS SAY INFLUENCES SUCCESS

As UPOnline expands its fully online programmes, these insights are now helping to strengthen the early-stage student experience, ensuring that new students feel prepared, connected, and confident from the moment they begin.

Read the full research article

The study also drew on feedback from 126 students, who identified several factors that affected their progress. These include demanding work schedules, financial strain, confidence with digital tools and online platforms, family responsibilities, and the level of support received from lecturers, peers, and support staff. Many noted that feeling supported early on made a significant difference in their ability to continue their studies.

Early support matters. Research shows success in the first weeks of online studies.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

RESEARCH

COES Learning Designers

SHARING UP’S EXPERTISE, SHAPING LEARNING ACROSS AFRICA The University of Pretoria’s (UP) Comprehensive Online Education Services (COES) remains deeply committed to ensuring that quality teaching is at the centre of every learning experience. In 2025, that commitment was reflected through regional collaboration, as COES learning designers Dr Mari van Wyk and Dr Eugenie Wolff facilitated pedagogy and technology workshops in Uganda and Namibia.

The two learning designers visited Entebbe, in central Uganda, from 7–11 July 2025, where they worked with educators from six Eastern African countries; namely Ethiopia, Kenya, Rwanda, Somalia, Tanzania, and Uganda. Two months later, from 15–19 September 2025, they led a second workshop in Windhoek, Namibia, bringing together participants from Botswana, Malawi, Mozambique, Namibia, Zambia, and Zimbabwe.

COES Learning Designers Dr Mari van Wyk (front row, second from left) and Dr Eugenie Wolff (front row, fourth from left) facilitated pedagogy and technology workshops in Uganda and Namibia, supporting educators from 12 African countries. They are pictured with participants at the Entebbe workshop.

Ensuring that quality teaching is at the centre of every learning experience.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

RESEARCH

ENHANCE STUDENT ENGAGEMENT IN HIGHER EDUCATION Across both events, Dr Van Wyk and Dr Wolff presented practical ways to enhance student engagement in higher education by integrating active learning strategies, digital tools, and reflective teaching approaches. Participants explored methods that support behavioural, emotional, and cognitive engagement, while also discussing how technology can complement, rather than replace, strong pedagogy. A dedicated session focused on the growth of artificial intelligence in education, prompting thoughtful reflection about access, responsible use, and ethical considerations. Participants shared regional perspectives on the opportunities and challenges artificial intelligence (AI) presents in strengthening One Health learning and teaching.

COLLABORATIVE WORK Both workshops formed part of the Capacitating One Health in Eastern and Southern Africa (COHESA) project, led by the International Livestock Research Institute (ILRI) in partnership with UP. The initiative aims to strengthen the teaching of One Health principles by equipping lecturers with context-appropriate skills that are aligned with interdisciplinary, student-centred learning. By the end of each workshop, participants had created new teaching interventions to apply at their institutions, while also forming a collaborative network committed to continued knowledge exchange. Through their contributions, Dr Van Wyk and Dr Wolff helped support a growing regional community of educators focused on addressing human, animal, and environmental health challenges through improved teaching and learning practices.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

GALA HIGHLIGHTS

UPONLINE FIVE-YEAR CELEBRATION GALA: A NIGHT TO REMEMBER Marking five years of fully online learning at the University of Pretoria, the UPOnline Five-Year Celebration Gala celebrated the people, partnerships, and progress that shaped the University’s online learning journey.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

GALA HIGHLIGHTS

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

COES 2025: ACHIEVEMENTS AND HIGHLIGHTS

COES 2025: ACHIEVEMENTS AND HIGHLIGHTS The University of Pretoria (UP) celebrated five years of fully online education through its UPOnline offering, which continues to expand access to learning by allowing students to study from anywhere in the world. What began in 2020 with two fully online postgraduate diplomas now includes a growing offering of fully online programmes, including the Higher Certificate in Sports Sciences. Over the past half-decade, thousands of students have enrolled in UPOnline’s fully online programmes, gaining qualifications while balancing work, family, and life. Looking ahead, Comprehensive Online Education Services (COES) is preparing to launch new UPOnline programmes in various fields, making UP’s quality education more accessible to those unable to study on campus.

Five years of UPOnline. Watch the story

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

COES 2025: ACHIEVEMENTS AND HIGHLIGHTS

COES HOSTS GLOBAL LEADERS IN DIGITAL AND ONLINE LEARNING In 2025, COES hosted two renowned scholars in the field of digital and online learning, both of whom have significantly shaped how online education is designed, delivered, and experienced worldwide. The scholars included Professor Badrul Khan, internationally recognised for his seminal 1997 book “Web-Based Instruction”, which laid the foundational principles for online learning design and remains highly influential today. COES also welcomed Professor Helen Crompton, a leading expert in educational technology and one of the top 2% most-cited researchers worldwide, according to Stanford University. Following her virtual keynote address at the 2024 Fully Online Distance Education Symposium, Prof Crompton, Executive Director of the Research Institute for Digital Innovation in Learning at Old Dominion University in the United States, visited the UP’s Hatfield campus on 13 March 2025, where she met with COES staff. On 14 March 2025, Prof Crompton facilitated an off-campus workshop with COES learning designers, offering deep insights into the current and future impact of artificial intelligence (AI) in higher education. The session explored how AI is reshaping teaching, learning, and assessment, while introducing the team to a range of cutting-edge AI productivity tools. Prof Khan presented a masterclass on SMART Blended Learning at UP on 30 May 2025. Reflecting on this approach, Prof Khan emphasised the importance of meaningful and engaging education, highlighting the need for both educators and students to remain adaptable in a rapidly changing world. He also addressed key debates around online assessment, student motivation, the digital divide, and the growing role of AI in higher education.

Pictured (from left): Dr Mari van Wyk, Senior Learning Designer at COES; Dr Helen Crompton, who recently visited the University of Pretoria’s Hatfield campus; and Prof Linda van Ryneveld, Director of COES.

Prof Badrul Khan is presenting a SMART Blended Learning masterclass at UP.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

COES 2025: ACHIEVEMENTS AND HIGHLIGHTS

FODES 2025: REPROGRAMMING ONLINE LEARNING FOR A CHANGING WORLD UP’s fifth Fully Online Distance Education Symposium (FODES) in October 2025 drew attention to one of higher education’s pressing questions: how universities should rethink teaching and learning in an age shaped by AI and rapid technological change. Hosted by COES, the two-day virtual symposium brought together scholars, learning designers, and practitioners from across Africa, Europe, and the United States. Prof Charles Fadel, Founder and Chairman of the Centre for Curriculum Redesign in Boston, USA, delivered the keynote address at the symposium held from 16–17 October 2025 under the theme “Ctrl + Alt + Teach: Reprogramming Online Learning with AI, Equity & Insight”. A global education thought leader, futurist, author, and inventor, Prof Fadel has co-authored landmark works including Education for the Age of AI (2024), Artificial Intelligence in Education (2019), Four-Dimensional Education (in 23 languages), and 21st Century Skills. Addressing delegates, Prof Fadel challenged institutions to rethink not only how students learn, but what knowledge truly matters in a fast-changing world. “Why, what and how should students learn?” he asked, urging universities to move beyond traditional content-heavy curricula and instead focus on the skills, competencies, and ethical reasoning demanded by an AIdriven society.

Drawing on his experience advising organisations such as United Nations Educational, Scientific, and Cultural Organisation (UNESCO), and the World Economic Forum, Prof Fadel highlighted the urgent need for education systems to adapt assessment practices, curriculum frameworks and teaching approaches if graduates are to thrive in uncertain futures. The symposium was opened by Prof Lindelani Mnguni, Dean of the Faculty of Education at UP, who welcomed delegates and emphasised the importance of collaboration and innovation in building accessible, high-quality online learning environments. Across the two days, presenters explored topics ranging from assessment in the era of generative AI to multilingual inclusion, African-led innovation and new models for student engagement in online spaces. Now in its fifth year, FODES has become a signature event on the COES calendar, reflecting the directorate’s ongoing commitment to shaping the future of online learning through research, collaboration, and thought leadership.

Challenged institutions to rethink not only how students learn, but what knowledge truly matters in a fastchanging world.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

Prof Charles Fadel Delivered the keynote address at COES fifth Fully Online Distance Education Symposium in October 2025.

Watch recordings from the different sessions here

COES 2025: ACHIEVEMENTS AND HIGHLIGHTS

UPONLINE MARKS FIRST FULLY ONLINE UNDERGRADUATE GRADUATION A major highlight for 2025 was UP celebrating its first fully online undergraduate graduates. At the 2025 Spring graduation ceremony, students who had completed the UPOnline Higher Certificate in Sports Sciences, UP’s first fully online undergraduate qualification, crossed the stage after two years of balancing work, training, and studies. This milestone marks a new era for UPOnline, demonstrating that flexible, accessible, and academically rigorous fully online education is thriving and expanding access to quality learning for students, wherever they are. Professor Linda van Ryneveld, Director of COES, said the success of this pioneering cohort inspires continued growth and innovation in UP’s fully online programme offerings.

EXPLORING DIALOGIC AND EMANCIPATORY ONLINE LEARNING The COES and Development Studies Programme in the Faculty of Humanities at UP hosted a webinar on creating more meaningful and inclusive online learning spaces on 30 July 2025. The virtual session explored how online teaching can encourage dialogue, participation, and critical thinking. Professor Rupert Wegerif from the University of Cambridge shared insights of his work in dialogic education. He spoke about how online platforms and emerging technologies can support deeper learning when used to promote conversation and shared understanding.

Prof Rupert Wegerif Professor of Education at the University of Cambridge, was one of three speakers at the COES webinar on “Creating Emancipatory and Dialogic Online Learning Processes”.

Nariman Moustafa, Senior Analyst at Open Development and Education and founder of Mesahat: Liberating Learning Spaces, reflected on the importance of creating

online environments where students feel heard. Nariman highlighted how learning can be strengthened through openness, reflection, and respectful engagement with different perspectives. Sarietjie Musgrave, Director of Academic Services at Higher Ed Partners, drew on her experience in digital learning design to show how online learning can be practical and relevant. She emphasised the value of empowering students to engage with real-world issues using digital tools. The webinar concluded with a shared view that successful online learning depends not only on technology, but also on how it is used to build connections, foster dialogue, and create meaningful learning experiences.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

COES 2025: ACHIEVEMENTS AND HIGHLIGHTS

BEYOND THE SCREEN VIRTUAL SESSIONS HIGHLIGHT THE UPONLINE JOURNEY On 20 May 2025, the Comprehensive Online Education Services (COES) launched the UPOnline: Beyond the Screen virtual series, marking five years of fully online learning at the University of Pretoria (UP). The session featured Professor Liz Wolvaardt, coordinator of UP’s very first fully online programme, the Postgraduate Diploma in Public Health, who shared reflections on the programme’s journey and its impact. Joining her were alumni who contributed their experiences and insights, highlighting defining moments and celebrating the people behind UPOnline’s growth and success. Through this series, COES celebrates not just milestones, but the people and stories that have shaped UPOnline over the years.

Watch the first UPOnline: Beyond the Screen virtual session here:

Giving back: Mandela Day and student support initiatives

SOCIAL ENGAGEMENT AND COMMUNITY CONNECTION COES staff actively contributed to initiatives that support the wider UP community. On Mandela Day, 18 July 2025, the COES team dedicated their #67Minutes to an initiative donating 67 clothing items to support fellow UP students. This commitment to student well-being was further strengthened through COES’s participation in the UP-Giving Month Food Pack-a-Thon, held on the Hatfield Campus. The event brought together students, staff, alumni, corporate supporters, and sporting partners, including the Vodacom Bulls and Isuzu Bulls Daisies, to pack food parcels in support of the Student Nutrition and Progress Programme.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

COES 2025: ACHIEVEMENTS AND HIGHLIGHTS

CELEBRATING COES DIVERSITY In September 2025, COES staff came together to mark Heritage Month, celebrating the rich diversity of its staff. The Heritage celebration, held on 17 September 2025, brought together COES staff to celebrate the diverse cultures that comprise the team. Showcasing traditional décor, attire, and personal stories, the gathering created a meaningful space for reflection, inclusion, and cultural pride.

ENGAGING WITH PROSPECTIVE STUDENTS COES also strengthened its engagement with prospective and current students throughout the year. The directorate participated in ChooseUP Day at the Groenkloof Campus on 16 August 2025, where staff interacted directly with prospective undergraduate students exploring their study options. The event also provided students with an opportunity to win a fully funded bursary to enrol in the UPOnline Higher Certificate in Sports Sciences. COES also participated in the Postgraduate Day event, held on 11 April 2025 at the Hatfield Campus, providing guidance and information to students considering postgraduate studies and highlighting the directorate’s role in supporting access to fully online learning opportunities.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

COES 2025: ACHIEVEMENTS AND HIGHLIGHTS

NEW QUALIFICATIONS FOR COES STAFF AND INTERNS Continuous learning remains a priority at COES.

MOSIMA MAKUWA OBTAINED HER MASTER OF SCIENCE IN STATISTICS DEGREE.

COES INTERNS WHO WERE CAPPED IN 2025

Bruce Mabasa

This year, several COES permanent staff and interns obtained new qualifications. Mosima Makuwa, Specialist: Finance and Data Analytics, received her Master of Science in Statistics from the University of KwaZulu-Natal at their September 2025 graduation ceremony, marking her third academic qualification. COES Interns who received qualifications at UP graduation ceremonies this year were Bruce Mabasa, Sikoletfu Dlamini, and Nhlakanipho Maima.

This year, several COES permanent staff and interns obtained new qualifications.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

Nhlakanipho Maima

Sikoletfu Dlamini

LOOKING AHEAD

STARTING STRONG: GARETH VILJOEN’S UPONLINE JOURNEY IN 2025 At the age of 21, Gareth Viljoen is already doing the work he loves, guiding young athletes, organising school sports, and helping children discover the joy of movement. Based in Richards Bay in KwaZuluNatal, Gareth works as a sports coordinator at a primary school, a role that has shaped his passion for developing talent both on and off the field. In 2025, Gareth decided it was time to take the next step. He enrolled in the UPOnline Higher Certificate in Sports Sciences, choosing the University of Pretoria (UP) for its strong academic reputation and the quality of its sportsfocused programmes. “UP is known for academic excellence, and the online platform gives me access to that standard from wherever I am.” For Gareth, online learning was a practical and empowering choice. Working full-time meant that relocating to study was not an option, but neither was putting his ambitions on hold. UPOnline offered a way to do both, continuing building experience at his school while growing academically at the same time. “The flexibility UPOnline offers is a huge advantage”, explains Gareth. “I can study at my own pace, plan around school sports events, and remain committed to my longterm goals in the sports industry.”

What brought him to UPOnline was more than convenience; it was a possibility. Gareth hopes to deepen his understanding of sport, gain practical insight he can use immediately in his work, and build the confidence to take on bigger roles in the future. He sees this qualification as the first step toward further studies and ultimately, a leadership position in school sport, club management, or even a major sports franchise. Looking ahead, Gareth imagines himself advancing into higher levels of sports management and continuing to grow within the field he loves. The Higher Certificate, he believes, is setting the foundation. Reflecting on his own experience, Gareth encourages others to take the leap and “go for it”. “The flexibility, academic support, and overall learning experience make it a great choice for anyone wanting to study while still managing work or personal commitments. It offers the freedom to chase your goals without putting your life on hold.”

Gareth Viljoen Driven to grow, Gareth Viljoen turned to fully online study to advance his career.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

BEHIND THE SCENES

BEHIND THE SCENCES

THE PEOPLE POWERING UPONLINE Fully online learning does not just happen; it is imagined, designed, supported, marketed, analysed, and led by a passionate team committed to student success. Behind UPOnline’s growth and the experiences of thousands of students stands the Comprehensive Online Education Services (COES) directorate, comprising diverse yet deeply connected teams. Here are the teams behind the success of fully online learning at the University of Pretoria (UP).

OFFICE OF THE DIRECTOR:

The engine room of COES, the Office of the Director oversees the day-to-day running of the directorate, ensuring alignment with the University’s strategic direction.

The engine room of COES, the Office of the Director oversees the day-to-day running of the directorate, ensuring alignment with the University’s strategic direction. This office leads planning, operational coordination, policy compliance, and reporting for COES, while driving collaboration across faculties and professional services departments. It also provides high-level administrative support, manages executive communication, and facilitates workflow between teams, ensuring that leadership decisions translate into smooth execution and continued success of UPOnline programmes.

Pictured are Prof Linda van Ryneveld (seated), Director of COES, and Simla Bhawanipersad, Senior Management Assistant

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

BEHIND THE SCENCES

ONLINE EDUCATION: This team supports curriculum design and quality assurance, collaborating with programme coordinators and subject-matter experts to create UPOnline programmes that are educational, of high quality, user-friendly, and visually engaging.

Seated from left are Tshepang Molemone, Head Student Administration & UPOnline Systems, David Makhopye, Senior Student Administrator & Support Service Officer, Henriette Crafford, Project Manager: Student Administration & UPOnline Systems. At the back is Julia Mamabolo, Head Student Administration & UPOnline Support Services

Seated from left are Balitiye Monareng, Learning Designer and Dr Eugenie Wolff, Curriculum and Quality Assurance Specialist. At the back, from the left, are Dr Ankie Robberts, Senior Learning Designer; Bianca Le Cornu, Acting Project Manager: Online Education and Learning Designer; Lindeni Hlatshwayo, Junior Learning Designer; and Dr Mari van Wyk, Senior Learning Designer

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

STUDENT ADMINISTRATION AND UPONLINE SYSTEMS: From application to graduation, the Student Administration and UPOnline Systems team is the heartbeat of UPOnline, ensuring every student’s journey is seamless, supported, and successful.

BEHIND THE SCENCES

FINANCE AND DATA ANALYTICS: Finance and Data Analytics Specialist portfolio ensures accurate, reliable data for UPOnline decision-making and compliance. The department tracks enrolments, progression, and graduations to support planning, improve the student experience, and align reporting with national requirements.

MARKETING AND COMMUNICATION: The Marketing and Communications portfolio drives awareness and recruitment for UPOnline programmes. The team manages multi-channel marketing campaigns, web presence, branding, and engagement content to connect prospective students with opportunities to study fully online at UP.

Mosima Makuwa Finance and Data Analytics Specialist

Amanda Tongha Marketing and Communication Specialist

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

BEHIND THE SCENCES

INTERNS: Collaborating with the Department of Human Resources and Career Services at UP, COES offers internship opportunities to final-year and postgraduate students at UP. Through the COES internship 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.

COES interns: From the left (front) are Ipfi Masikhwa, Christine Khoabane, and Thobile Ngcobo. At the back are (standing): Bruce Mabasa, Nhlakanipho Maima, and Sikoletfu Dlamini

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

BEHIND THE SCENCES

COES EXECUTIVE COMMITTEE: The COES Executive Committee (Exco) brings together the heads of each department to steer the strategic direction of the directorate. The team collaborates on key decisions, monitors progress, and ensures that operations across departments align with UPOnline priorities and institutional goals.

Seated from left are Dr Eugenie Wolff, Curriculum and Quality Assurance Specialist; Bianca Le Cornu, Acting Project Manager and Learning Designer; Prof Linda van Ryneveld (seated), Director of COES; and Mosima Makuwa, Finance and Data Analytics Specialist. At the back, from left to right, are Simla Bhawanipersad, Senior Management Assistant; Amanda Tongha, Marketing and Communication Specialist; and Henriette Crafford, Project Manager: Student Administration & UPOnline Systems.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

COES STAFF

Finance and Data Analytics Specialist Mosima Makuwa

Project Manager: Student Administration & UPOnline Systems Henriette Crafford

Head of UPOnline Support Services Julia Mamabolo

Head of UPOnline Student Administration Tshepang Molemone

Vice-Principal: Academic Prof Loretta Feris

Executive Director: Finance and Business Initiatives Naeem Moolla

Director: COES Prof Linda van Ryneveld

Senior Management Assistant Simla Bhawanipersad

Curriculum and Quality Assurance Specialist. Dr Eugenie Wolff

Learning Designers

Senior Student Administrator and Support Service Officer David Makhopye

Contract staff and interns

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

Marketing and Communication Specialist Amanda Tongha

Dr Ankie Robberts

Dr Mari van Wyk

Balitiye Monareng

Lindeni Hlatshwayo

Acting Project Manager: Online Education and Learning Design Bianca Le Cornu

BEHIND THE SCENCES

THEN AND NOW: THE PEOPLE OF COES Since its inception, Comprehensive Online Education Services (COES) has been shaped as much by people as by purpose. From a small, pioneering team working out of shared spaces to a growing directorate driving fully online learning at the University of Pretoria (UP), COES has been a place of constant movement and growth. Over the years, many have walked through its doors, interns who honed their skills and went on to permanent roles, colleagues who helped lay the foundation before moving on to new opportunities, and teams that grew alongside the vision of UPOnline. It has been a space of learning and mentorship, collaboration and creativity, where ideas are tested, systems built, and milestones celebrated. Together, these moments tell the story of COES not just as a directorate, but as a community, one that has evolved over time while staying rooted in its people.

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

BEHIND THE SCENCES

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

BEHIND THE SCENCES

Comprehensive Online Education Services | ANNUAL REPORT 2025 Five Years. One Remarkable Journey.

ABOUT THE PUBLICATION This is a publication of the Marketing and Communications Portfolio of Comprehensive Online Education Services.

ACKNOWLEDGEMENTS Editorial Team:

Amanda Tongha, Aisha Ibrahim, Alain Nindorera, and Ayabulela Makaluza

Language:

Janine Gaynor Ellis

Photography:

EYEscape, Balitiye Monareng, and supplied

Design and Layout:

Media Chef

COES@up.ac.za

www.up.ac.za/COES/

UPOnlineUniversityofPretoria