Abstract:
This study explored lecturers’ experiences with facilitating fully online programmes in higher education. The identified gap in the literature was the high demand for discussions about online facilitation and the limited studies on online facilitation. This provided an opportunity to contribute to the body of knowledge by investigating lecturers’ experiences with online facilitation in higher education. The purpose of this study was to identify factors that influence the facilitation of fully online programmes, as well as the challenges lecturers face when facilitating fully online modules and how these challenges can be addressed. To frame the study, the Multimodal model of online education was used as a theoretical lens. The study adopted a qualitative methodological approach and a case study research design. The sample included eight lecturers from one higher institution who facilitate online programmes, namely the Postgraduate Diploma in Public Health and the Postgraduate Diploma in Public Management. An online survey and a virtual interview were used to collect data. Data were analysed and manually coded using the thematic analysis method. The findings show that the elements of the framework influenced and challenged the facilitators’ online facilitation experience, with support appearing as a new addition. Rich descriptions with proposed solutions to these challenges were interpreted and compared to existing literature. Furthermore, challenges related to the context of these programmes were identified, and solutions were found.
