Abstract
The rapid transition from traditional learning approaches to digitalised approaches such as online, distance and blended learning approaches offers significant benefits, including reaching to a wider audience. However, the success of delivering quality education depends on the lecturer’s skills to effectively design meaningful and engaging experiences within the Learning Management System (LMS). This study was conducted to investigate the affordances of lecturers' self-directed learning (SDL) skills in the development of effective instructional learning designs. By using a qualitative research approach, the study investigated the skills needed for effective Instructional Design, the extent to which lecturers demonstrate SDL competencies in the Instructional Design process, and the level of support lecturers receive during the Instructional Design process. Findings indicate that Instructional Design models such as TPACK, Universal Design for Learning (UDL), Constructive Alignment (CA), learning theories, and instructional pedagogies are critical skill requirements within the education contexts which aligns with other findings in the topic. In additionlecturers with strong SDL skills are more skilled in using innovative pedagogical strategies, are knowledgeable about the use of technology, are passionate about the Instructional Design process, value collaboration with other lecturers, and value the use of technology in Instructional Design and use theory-based research strategies. Findings also show that departmental support in the form of training through workshops, seminars, and the use of interns is essential for effective Instructional Design. The study therefore recommends a strong inclination to develop SDL skills among lecturers to improve higher education outcomes and proposes strategies for lecturers' ongoing professional development in Instructional Design. Departmental support and faculty training programs to incorporate SDL characteristics to drive continuous improvement and innovation in teaching and learning doing so will hone lecturers’ course design skills, adopt educational technology and enhance learning experiences
Keywords: SDL; Instructional Design; Learning Design; Institutional support; Lecturer support; Instructional Design skills.