Enhancing online teaching and learning experiences in postgraduate diploma in higher education: cohort-based study

The changing higher education landscape has put pressure on institutions of higher learning to develop professional training programmes and on academics to get solid grounding in pedagogical training. This study aims to explore ways of improving online teaching and learning in the recently introduced online full-time Postgraduate Diploma in Higher Education programme at the National University of Lesotho (NUL), drawing from the experiences of the 2022–2023 cohort. The study employed a qualitative research approach, using reflective practice, to collect data through semi-structured interviews. The study found that some teachers at the NUL were not well-prepared for exclusive online teaching and learning. The study also revealed persisting challenges, technical issues, teachers’ lack of technical skills, and lack of specific rubrics for assignments. The online synchronous sessions provided an opportunity that mirrors the face-to-face mode of instruction, while asynchronous sessions allowed students to work independently and at their convenience. This paper provides a holistic picture of online teaching and learning experiences in higher education in a professional development programme. The study emphasises the need for both facilitators and students to be trained for online teaching and learning.