Online, Distance, and Flexible Learning (ODFL) is opening doors for students who have been shut out of traditional classrooms. For learners who have to balance work, caregiving, disability, or for those who live rurally, ODFL can offer a more equitable path to education. But access alone is not enough. Doing ODFL right requires teachers, institutions, and administrators to be skilled in developing and delivering course materials that are engaging, accessible, and culturally relevant.
COL supports Commonwealth Member States in capacity-building, policy development, and skills training to improve ODFL outcomes. While COL works globally, our recent work with Small Island States in the South Pacific demonstrates the importance of building long-term, trusted partnerships to deliver lasting and sustainable solutions.
As part of our ongoing support to Tonga National University (TNU), COL recently facilitated a session to enhance capacity on ODFL course materials. With a focus on instructional design, course development, and course localisation, the session strengthened institutional capacity for building and converting learning materials for ODFL.
Reflecting on our engagement with TNU, Professor Jane-Frances Agbu, Adviser: Higher Education at COL, emphasized the importance of partnerships that go beyond a single intervention. “By supporting institutions as they move from planning to implementation, from drafts to deliverables, and from pilots to sustainable systems, COL supports its partners in making strides towards more equitable ODFL delivery around the Commonwealth.”
Over three days, 35 participants from TNU’s central administration and faculties were introduced to Universal Design for Learning (UDL) and key instructional design (ID) models. Employing these models, participants developed new ODFL course materials and gained skills in redesigning courses for blended learning using relevant technologies such as Moodle.
Day one explored learning theories, workflows, learner support for geographically dispersed students and collaboration strategies to avoid working silos. Day two focused on aligning learning activities with assessment tasks, providing clear ODL language, and the use of Moodle features and other multimedia tools. On the last day, attendees participated in lively discussions on e-Assessment design, assessment rubrics, quality assurance, and interactive materials. By the end of the session, participants had drafted an institutional course development template and felt confident applying new concepts in the design of future courses.
In his address, Dr Giulio Masasso Tu’ikolongahau Pāunga, Vice Chancellor at TNU, reaffirmed the institution’s commitment to enhancing ODFL:
“In a Pacific region marked by vast oceans, scattered populations in the ‘sea of islands,’ and vulnerabilities to climate disruptions, the materials and strategies we’ve developed today are more than pedagogical tools; they are lifelines to equity. By prioritizing accessibility for women, persons with disabilities, and remote learners, and by embracing micro-credentials and OER, we are aligning with Tonga’s Strategic Development Framework and the Sustainable Development Goals. Let us continue the dialogue, collaborating with COL and our Pacific partners to future-proof higher education.”
