As online education continues to expand, understanding how self-directed learning (SDL) develops within different course delivery structures has become increasingly important. This study examines SDL within fully online postgraduate programmes that utilise a carousel model of course delivery, characterised by short, sequential modules delivered in a fixed rotation. Using a qualitative case study approach, informed by a modified Community of Inquiry (CoI) framework as an analytic lens, data were collected through semi-structured interviews with 20 participants, including lecturers, teaching assistants, and students, across two postgraduate programmes within a single university department. The findings indicate that the accelerated structure of the carousel model presents significant challenges for SDL development, including time constraints, high cognitive demands, technological barriers, and variation in students’ academic preparedness and engagement. Teaching practices and structured support mechanisms were shown to play a critical role in scaffolding SDL; however, an over-reliance on lecturer-directed instruction was found to limit opportunities for student autonomy and self-direction. In response to these findings, the study develops an empirically grounded, design-oriented conceptual model for building students’ SDL capacity in online carousel programmes. The model conceptualises SDL capacity as a developmental capability shaped by the interaction of the learning environment, teaching practices, and the student role within accelerated online contexts. By offering a context-specific framework, this study contributes to understanding how SDL can be intentionally supported in intensive online programme structures.
- A conceptual model for developing self-directed learning in online carousel programmes
- Sumayah Ebrahim - University of Johannesburg, South AfricaSuraiya Rathankoomar Naicker - University of Johannesburg, South Africa
- SOTL in the south, Vol.10(1), pp.23-49
- University of Johannesburg
- 9963298607691
- Authors 2026
- 2523-1154
- University of Johannesburg; Department of Educational Leadership & Management; Faculty of Education
- English
- Journal article