Strategies for Enhancing Self-Directed Learning in Open Distance and E-Learning (ODEL) Contexts
Mncedisi Christian Maphalala 
& Ntombikayise Nkosi
Issue: Vol.6 No.8 Article 27 pp.1640 – 1654
DOI: https://doi.org/10.38159/ehass.20256827 | Published online 25th July, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The study investigated strategies for enhancing self-directed learning (SDL) in Open Distance and e-learning (ODeL) contexts through a systematic literature review (SLR) adhering to PRISMA protocols. The study analysed peer-reviewed empirical research published from 2014 to 2024, identifying key thematic areas such as learner autonomy, digital literacy, technological tools, and pedagogical approaches that support SDL in ODeL environments. The findings revealed five main themes advancing inclusive access and equal opportunities in education, the effect of SDL on student autonomy, utilising digital tools for transformative education, tackling challenges in ODeL, and developing effective support mechanisms for student success. ODeL is a revolutionary platform for democratising education, offering flexible, accessible, and inclusive pathways for marginalised learners for lifelong learning. Nonetheless, guaranteeing equitable access necessitates overcoming technological barriers, providing digital literacy education, and creating interventions that promote educational fairness. Institutions must implement strategies that improve autonomy and cater to learners’ psychological and practical requirements of learners, nurturing a sense of competence and belonging.The findings highlight the significance of SDL in enabling learners to assume control over their educational experiences, establish personalised objectives, and accomplish them at their own pace. However, obstacles such as motivation, time management, and feelings of isolation persist, particularly in less structured settings.The recommendations propose approaches, including the development of learner-centred pedagogies, enhanced digital infrastructure, and targeted training for educators to equip learners with the skills needed for effective self-directed learning. These strategies aim to improve engagement, academic success, and lifelong learning outcomes in ODeL settings.
Keywords: Self-Directed Learning, Open Distance And E-Learning, Digital Literacy, Learner Support, Educational Technology.
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Dr. Ntombikayise Nkosi is a Senior Lecturer in Sociology at the University of South Africa (College of Education) within the Department of Educational Foundations. She holds a D.Ed in Social Justice in Education from the University of KwaZulu-Natal. Previously, she served as Deputy Chief Education Specialist in the Information Systems & Strategic Sub-Directorate at the Gauteng Department of Education. Her career also includes roles at Rosebank College as Head of Academics (Durban campus) and various leadership positions in the KZN Department of Education, including teacher, head of department, deputy principal, and principal of Waterloo Primary School. Dr. Nkosi is a grant recipient under the Women in Research (WiR) programme and leads the Women in Leadership and Management (WiLM) project in KwaZulu-Natal. She has presented her research at numerous national and international conferences and has authored several book chapters and articles in peer-reviewed journals. Currently, she supervises multiple master’s and doctoral students. Her research focuses on gender issues in education and community-based participatory research (CBPR). A strong advocate for gender equality, Dr. Nkosi actively challenges stereotypes and misconceptions surrounding women in leadership. She collaborates with communities to provide insights on gender issues and to develop innovative solutions. Her inspiring journey reflects resilience, determination, and the courage to overcome the often-unseen challenges faced by women.
Prof . Mncedisi Maphalala is a Full Professor in the Department of Curriculum and Instructional Studies at Unisa (College of Education). He is a former Director of the Centre for Excellence in Learning and Teaching (CELT) at the Durban University of Technology, and a former Dean in the Faculty of Education at the University of Zululand. He holds a D.Ed in curriculum studies from the University of Zululand. His career in Higher Education spans over 19 years as a Research Professor (North-West University), Professor at the University of Zululand and UNISA, and Institutional researcher at the University of the Witwatersrand. He has also previously worked for the KZN Department of Education (as a teacher, HOD, and Deputy Principal); between May and August 2015, he was a Visiting Scholar at the University of North Dakota (USA). Prof Maphalala is an established researcher who holds an NRF C2 rating. He has edited books and special journal issues and published a number of book chapters and research articles in peer-reviewed journals. Prof Maphalala has presented research papers at various local and international conferences. As a postgraduate supervisor and mentor, Prof Maphalala has supervised several master’s and doctoral candidates to completion. He has conducted a number of large-scale commissioned research projects by external organisations such as the South African Institute of Distance Education (SAIDE), Human Sciences Research Council (HSRC), and Council on Higher Education (CHE). He has served on the Umalusi Research Forum, a subcommittee of the Umalusi Council, for a four-year term. His research interests are teacher education, self-directed learning, blended learning, Scholarship of Teaching & Learning, and Curriculum studies.
Maphalala, Mncedisi Christian, and Ntombikayise Nkosi. “Strategies for Enhancing Self-Directed Learning in Open Distance and E-Learning (ODEL) Contexts.” E-Journal of Humanities, Arts and Social Sciences 6, no. 8 (2025): 1640–54. https://doi.org/10.38159/ehass.20256827.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
