Higher education institutions (HEIs) in Africa are seemingly staggering under the burden of digital division and exclusion. Due to its perceived flexibility and affordability for students in remote areas, distance education is a popular option for many students at HEIs. One of the e-learning tools introduced is a modular object-oriented dynamic learning environment (Moodle) learning management system (LMS), which is designed using web-based applications and provides online learning services to students. The key question remains: how do first-year students experience Moodle? Do they view it as a building block to their learning? Or is it a stumbling block? This article reports on a study that was conducted in a South African open distance e-learning (ODeL) institution with students who speak English as an additional language, in an Academic Writing module. The study used a qualitative case study approach and drew on the theory of transactional distance to understand how Moodle encourages student interaction and autonomy. Although the study findings cannot be generalised on a broader scale, the findings are in line with similar studies, amplifying the critical role of student experiences, interaction, and autonomy in HEIs to bring about the required change.

While constructive feedback is known to be the most valuable teaching tool in various teaching contexts., the findings revealed that the feedback students receive is below the standard that they expect, is confusing and inadequate for addressing most of the sociocultural challenges they encounter. The objective of this study was to examine perceptions, expectations and challenges associated with the feedback that first-year English studies students receive in an Academic Writing module (ENG100) at an open distance and e-learning institution in South Africa. First-year students who speak English as an additional language experience difficulty in understanding the feedback they receive in their academic writing tasks. The study followed a qualitative approach that obtained data from participants through online open-ended evaluation questions. Random sampling was utilised to select a sample size from a population of approximately 16 000 students. Therefore, this paper, proposes that academic writing modules should view writing as a social skill and not as a subject.