Abstract

EBRAHIM, Sumayah  and  NAICKER, Suraiya Rathankoomar. The influence of a fully online postgraduate carousel model course structure on self-directed learning. Journal of Education [online]. 2026, n.103, pp.62-78. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i103a04.

The growth of online learning has intensified the importance of self-directed learning (SDL) in higher education, particularly in programmes that employ a carousel model of course delivery. In this study, we aimed to explore how the course structure of fully online postgraduate programmes using a carousel model influences students' self-directed learning. Grounded in the modified Community of Inquiry framework, our study examined SDL from the perspective of cognitive, social, teaching, and learning presences. We adopted a qualitative case study approach involving semi-structured interviews with 20 participants, comprising lecturers, teaching assistants, and postgraduate students from two fully online programmes at a South African university. The findings indicate that while the carousel model offers flexibility that can support SDL, its condensed structure and accelerated pace constrained opportunities for deep learning and hindered the development of self-directed learning skills, particularly among students new to the programme. We recommend adjustments to module duration, the introduction of orientation processes, and refined learning management system practices to better support SDL in online carousel model programmes.

Keywords : self-directed learning; online learning; carousel model; higher education.

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