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

Lindeni Hlatshwayo, a Learning Designer at COES, the directorate responsible for UPOnline programmes, says collaboration is key to transforming academic content into fully online programmes that meet the needs of diverse students.

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

Collaboration Built on Trust

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

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

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

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

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

Designing for Success

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

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