The COVID-19 pandemic brought the importance of professional development on effective teaching and learning for university academics into sharp relief. Universities found themselves having to close their campuses and were unable to teach their students face-to-face. Universities in Africa resorted to various strategies to reach students, ranging from no teaching taking place, through emergency remote teaching (ERT) with some form of online teaching, to fully implemented e-learning. Whatever form the teaching has taken, academics have found that traditional lecturing has not been effective when implementing ERT or online teaching. Those who are experienced in adult pedagogies have been expressing the inadequacies of the lecture mode for many years, and the realities of the new forms of teaching required have brought such shortcomings to the fore. Several recent opinion pieces have expressed the need for continuing professional development (CPD) of academic staff, especially with respect to their teaching competence, arguing that it needs to be a central strategy within higher educational institutions (HEIs) around the world, supporting academics with digital teaching and communities of practice.

This chapter opens with a review of successful and innovative CPD models and approaches used in HEIs around the world. It examines recent CPD activities created by OER Africa and describes their development, piloting, and deployment, together with the implications the pilot findings have for ODL institutions and research in the field.