March 2022 special issue: Shaping Open, Distance and e-Learning in Post-School Education and Training


Guest Editors: Dr Ruth Aluko (University of Pretoria), Dr Ephraim Mhlanga (Saide) and Dr Greig Krull (University of Witwatersrand)

Distance Education (DE), also known as Open Distance Learning (ODL) or Open Distance e-learning (ODeL) can be considered as a collection of methods and as a mode of education provision. The current lockdowns associated with the COVID-19 pandemic have forced all higher education institutions (irrespective of their mode of delivery) to introduce ODeL practices in order to be able to continue with teaching and learning. Thus, many post-schooling institutions are being pushed to align their teaching and learning strategies to the needs for education in the Fourth Industrial Revolution (4IR). Attempts to quickly adapt to emergency remote teaching and learning (Hodges et al., 2020) in the face of COVID-19, have indeed been made possible by recent developments in technologies, thereby metamorphosing the previously distinct contact and distance modes of education provision into considerations for synchronous, asynchronous and hybrid modes. Certain beliefs of how teaching and learning should occur has been questioned and distance education has now become a mainstream issue (Saykılı, 2018).

This special issue of Perspectives in Education offers scholars and practitioners in Distance Education/Open Distance Learning (ODL)/Open, Distance and e-Learning (ODeL) and the Post School Education and Training (PSET) sector in general, a forum for theorising and sharing research findings regarding the impact of COVID-19 on this mode of delivery. The issue also invites researchers to share their findings on the reconceptualiastion of ODeL, based on the experiences associated with the pandemic as well as with a view towards the future impact of the 4IR. The editors hope that this will advance discourse around ODeL policy and praxis.

Authors are invited to submit an abstract of approximately 300 words or one page that aligns to one or more of the sub-themes of the special issue:

  1. Transforming PSET institutions offering distance and online learning to be inclusive and equitable for the 4IR.
  2. The role and readiness of educators and administrators in an evolving PSET sector (policies, strategies, practices, skills and competencies).
  3. ODeL models, methodologies and pedagogies for the future.
  4. Student access, retention, success and employability.
  5. Promoting PSET and collaborative practice (e.g. industry partnership, public and private sector, government) in the era of the 4IR.
  6. ODeL in the Technical Vocational Education and Training (TVET) sector.
  7. Collaborative Online International Learning (e.g. advancing curriculum transformation, decolonising the curriculum through international online collaboration, best practices, student experiences).


  • Submission of abstracts close: 21 May 2021.
  • NO late submissions will be accepted
  • Technical aspects:
    • Arial 11 pt.
    • 1.5 spacing
    • Sentence case headings
    • Bold for emphasis
    • Please do not underline headings
  • Submissions that do not conform to the technical aspects will also not be considered
  • NO author details in the abstract submissions
    • But ALL authors must be indicated on the submission on the system
  • Only submissions received through the OJS platform will be considered

Authors are welcome to contact us on should they have any questions, queries or experience any technical difficulties during the submission process.