CHANTELLE BOSCH

Prof. Chantelle Bosch is a NRF-rated Associate Professor with 17 years of higher education experience in Information Technology (IT) and Computer Applications Technology (CAT) Education. Holds a PhD in Computer Science Education with research expertise in self-directed learning, blended learning, OER development, AI integration, and robotics and coding education. Recognised for an extensive publication record, including peer-reviewed journal articles, book chapters, and edited scholarly volumes. Experienced in postgraduate supervision at Masters and PhD level, curriculum innovation, and the integration of community engagement with teaching and research through co-created open educational resources. Provides academic leadership as Subject Group Leader at North-West University and as Executive Committee Member of the UNESCO Chair on Multimodal Learning and OER, while contributing to international collaborations such as Erasmus+ and NRF–Swiss SNF projects. Awarded a Teaching Excellence Award, with a proven track record of advancing digital innovation in education and preparing future educators for the demands of the 21st century.

• Associate Professor at North-west University, Potchefstroom campus
• Subject group leader: Computer Science Education
• Research Unit Sub-area leader: Blended learning to enhance self-directed learning.
• UNESCO Chair on Multimodal Learning and OER (Executive member)

2009 Academic Honor colours (NWU)

2017 Teaching excellence award(NWU) 

2023 NRF Y-rating (National Research Foundation)

• 2016-2022 Module leader: BEd and Bed. Hons Assessment modules
• 2019 Local Organizing Committee: 3rd international Self-directed learning conference
• 2018-2022 Subject group leader Curriculum Studies, Philosophy and Research Methodology
• 2018-2022 School management committee: School of professional studies in Education
• 2019-current Executive: UNESCO Chair on multi modal Learning and OER
• 2023-current Subject group leader: Computer Science Education
• 2023-current School management committee: School of Mathematics, Science and Technology
• 2023-current Research Unit Self-Directed Learning (Subarea Leader: Blended Learning)

• Bosch, C., Mentz, E., & Reitsma, G. M. (2019). Integrating cooperative learning into the combined blended learning design model: Implications for students' intrinsic motivation. International Journal of Mobile and Blended Learning, 11(1), 58–73. https://doi.org/10.4018/IJMBL.2019010105
• Bosch, C., & Laubscher, D. J. (2022). Promoting self-directed learning as learning presence through cooperative blended learning. International Journal of Learning, Teaching and Educational Research, 21(9), 17–34. https://doi.org/10.26803/ijlter.21.9.2
• Bosch, C. (2024). Assessing the psychometric properties of the intrinsic motivation inventory in blended learning environments. Journal of Education and E-Learning Research, 11(2), 263–271. https://doi.org/10.20448/jeelr.v11i2.5468
• Bosch, C., & Kruger, D. (2024). AI chatbots as open educational resources: Enhancing student agency and self-directed learning. Italian Journal of Educational Technology. Advance online publication. https://doi.org/10.17471/2499-4324/1759
• Laubscher, D. J., & Bosch, C. (2024). Validity and reliability of the intrinsic motivation inventory subscales within a self-directed blended learning environment. Journal of Educational Science and Technology, 10(1), 22–28. https://doi.org/10.26858/est.v10i1.47895
• van der Walt, L., & Bosch, C. (2025). Co-creating OERs in computer science education to foster intrinsic motivation. Education Sciences, 15(7), 785. https://doi.org/10.3390/educsci15070785

• Bosch, C., Mentz, E., & Goede, R. (2018). The potential of a learning management system to enhance self-directed learning. In M. A. Mokoena & I. J. Oosthuizen (Eds.), A scholarly compendium for teaching and learning (Vol. 6, pp. 462–472). IVYLINE.
• Bosch, C., & Pool, J. (2019). Establishing a learning presence: Cooperative learning, blended learning, and self-directed learning. In L. Makewa, B. Manjale, & J. Kuboja (Eds.), Technology-supported teaching and research methods for educators (pp. 51–74). IGI Global. https://doi.org/10.4018/978-1-7998-0238-9.ch004
• Bosch, C., & Laubscher, D. J. (2019). Cooperative learning as a strategy for self-directed learning in blended-distance learning environments: A systematic literature review. In M. van Wyk (Ed.), Student support toward self-directed learning in open and distributed environments (pp. 1–25). IGI Global. https://doi.org/10.4018/978-1-7998-0423-9.ch001
• Bosch, C., Mentz, E., & Reitsma, G. M. (2020). Cooperative learning as a strategy for self-directed learning in blended-distance learning environments: A systematic literature review. In L. Kyei-Blankson, E. Ntuli, & M. A. Nur-Awaleh (Eds.), Emerging techniques and applications for blended learning in K-20 classrooms (pp. 66–87). IGI Global. https://doi.org/10.4018/978-1-7998-2343-8.ch004
• Bosch, C., Mentz, E., & Goede, R. (2020). Self-directed learning: A conceptual overview. In E. Mentz & R. Bailey (Eds.), Self-directed learning for the 21st century: Implications for higher education (pp. 27–44). AOSIS. https://doi.org/10.4102/aosis.2020.BK206.02
• Laubscher, D. J., & Bosch, C. (2020). A systematic literature review to probe design guidelines for a self-directed blended learning environment. In J. A. K. Olivier (Ed.), Self-directed multimodal learning in higher education (pp. 57–76). AOSIS. https://doi.org/10.4102/aosis.2020.BK234.03
• Bosch, C., & Laubscher, D. J. (2020). Lessons learned in establishing a teacher presence in a cooperative blended learning environment: Facilitators’ perspectives. In E. Mentz & R. Bailey (Eds.), Self-directed learning research and its impact on educational practice (pp. 201–219). AOSIS. https://doi.org/10.4102/aosis.2020.BK226.10
• Bosch, C., Laubscher, D. J., & Olivier, J. A. K. (2020). The affordances of the Community of Inquiry framework for self-directed blended learning in South African research. In J. A. K. Olivier (Ed.), Self-directed multimodal learning in higher education (pp. 93–110). AOSIS. https://doi.org/10.4102/aosis.2020.BK234.05
• Bosch, C., & Laubscher, D. J. (2021). Assessment for blended learning. In P. Warnich, A. Golightly, & C. Bosch (Eds.), Meaningful assessment for South African educators (pp. 129–147). Van Schaik.
• Bosch, C., van der Westhuizen, C., & Mahai, M. (2021). Effective assessment strategies for cooperative learning. In P. Warnich, A. Golightly, & C. Bosch (Eds.), Meaningful assessment for South African educators (pp. 148–166). Van Schaik.
• Bosch, C. (2022). A blended learning toolbox. In C. Bosch, D. J. Laubscher, & L. Kyei-Blankson (Eds.), Re-envisioning and restructuring blended learning for underprivileged communities (pp. 212–230). IGI Global. https://doi.org/10.4018/978-1-6684-4645-4.ch013
• Bosch, C. (2024). Creating open educational resources as renewable assessment activities for computer science education: Enhancing intrinsic motivation through co-creation. In C. Bosch, L. Goosen, & J. Chetty (Eds.), Navigating computer science education in the 21st century (pp. 151–170). IGI Global. https://doi.org/10.4018/978-1-6684-8602-3.ch009
• Verster, M. C., Laubscher, D. J., & Bosch, C. (2023). Facilitating blended learning in underprivileged contexts: A self-directed curriculum. In D. J. Laubscher, C. Bosch, & M. Mdakane (Eds.), Competence-based curriculum and e-learning in higher education (pp. 231–249). AOSIS. https://doi.org/10.4102/aosis.2023.BK351.12
• Laubscher, D. J., & Bosch, C. (2025). Promoting student engagement and self-directed learning in a blended learning environment using cooperative learning. In [Editors], Case studies on blended learning in higher education: Design, development, and delivery (pp. 157–174). Springer Nature. https://doi.org/10.1007/978-3-031-XXXX-X_10

• Warnich, P., Golightly, A., & Bosch, C. (Eds.). (2021). Meaningful assessment for South African educators. Van Schaik.
• Bosch, C., Laubscher, D. J., & Kyei-Blankson, L. (Eds.). (2022). Re-envisioning and restructuring blended learning for underprivileged communities. IGI Global. https://doi.org/10.4018/978-1-6684-4645-4
• Bosch, C., Goosen, L., & Chetty, J. (Eds.). (2024). Navigating computer science education in the 21st century. IGI Global. https://doi.org/10.4018/978-1-6684-8602-3

• Laubscher, D. J., Bosch, C., & Mdakane, M. (Eds.). (Forthcoming). Empowering self-directed learners through digital innovation and open educational practices. AOSIS.
• Bosch, C., van der Walt, L., Molokwane, O., & Nhlandla. (Forthcoming). Empowering students through self-directed co-creation: The development of a computer science education open textbook. In D. J. Laubscher, C. Bosch, & M. Mdakane (Eds.), Empowering self-directed learners through digital innovation and open educational practices. AOSIS.
• Botha, M., Laubscher, D. J., & Bosch, C. (Forthcoming). The role of the teacher in promoting self-directed learning within the blended learning platform of Alef in Abu Dhabi. In D. J. Laubscher, C. Bosch, & M. Mdakane (Eds.), Empowering self-directed learners through digital innovation and open educational practices. AOSIS.
• Lowes, D., van der Westhuizen, C., & Bosch, C. (Forthcoming). Fostering intrinsic motivation and self-directed learning through cooperative learning in blended business education. In [Editors], Active learning in business education (Ch. 16). IGI Global.

• 2025 [PhD] D Lewis. Co-supervisor Title: The effect of cooperative self-directed blended learning on intrinsic motivation in a Technical Vocational Education and Training college
• 2024 (Med) M Botha, NWU. Co-supervisor Title: The potential of the ALEF program to enhance Self-directed learning 2019 (Med)
• 2023 (Med) CSM Bothma. NWU. Co-supervisor Title: Comparing the status of ICT in the school education systems of South Africa and New Zealand during COVID-19.

• 2014. Paper presented “LMS’s and SDL” International North South TVET ICT Conference, August 2014, Cape Town. 2017 Workshop presented. “Management of large groups on eFundi and NotionTM, NWU. February 2017,
• 2017 Paper presented “Cooperative Blended Learning Environments – Authentic Workplace experiences.” International North South TVET ICT Conference, August 2017, Cape Town.
• 2017 Paper presented “Establishing learning presence in large groups in a Cooperative learning - Blended learning environment to enhance self-directed learning.” Scholarship of teaching and learning conference, NWU. September, 2017. Potchefstroom.
• 2018 Paper presented “Cooperative learning as a strategy for self-directed learning in a blended-distance learning Mathematics environment, CADGME Conference on Digital Tools in Mathematics Education, June 2018. Coimbra: Portugal.
• 2018 Self-directed learning: A conceptual overview, The 2nd international Self-directed learning conference, November 2018, Potchefstroom.
• 2019 Establishing a Learning Presence: Cooperative Learning, Blended Learning, and Self-Directed Learning, SAERA, November 2019, Durban.
• 2021 Facilitating Blended Learning in Underprivileged Contexts: A Self-Directed Curriculum as Praxis View, The 4th international Self-directed learning conference, November 2021, Potchefstroom.
• 2022 Enhancing of self-directed learning as learning presence through cooperative blended learning. The 4th international Self-directed learning conference, November 2022, Potchefstroom.
• 2023 Lessons learned in facilitating cooperative learning in large online distance courses to enhance Self-directed learning. International conference on educational and e-learing, June 2023, Rome.
• 2023 Creating Open educational resources as renewable assessments in self-directed blended learning environments. July 2023. Future of education, Florance
• 2024 AI chatbots as open educational resources: Enhancing student agency and self-directed learning. International Conference on Education and E-Learning (ICEEL), Port Louis, Mauritius
• 2025 Co-creating OERs in Computer Science Education to Foster Intrinsic Motivation. Fourth World Conference on Transformative Education, University of the Western Cape, Bellville.

Funded Research & Projects

• 2024 Erasmus+: Co-Project Leader | €448,000
• 2024 SDL Project Funding (Internal): Project Leader | R37,500
• 2023 SDL Project Funding (Internal): Co-Project Leader | R37,500
• 2023 NRF Y-Rated Researcher Grant: Recipient | R50,000
• 2020 SoTL Project Funding (Internal): Project Leader | R24,000
• NWU Project Leader: Open Educational Practices for Self-Directed Learning (2022–present).
• Project Participant: Promoting self-directed learning by improving students’ self-assessments (NWU & FFHS Switzerland, 2024–present).
• Project Participant: Transforming STEM teacher education in South Africa through Self-Directed Open Educational Practices (Erasmus+, 2024–present).
• Project Participant: Technology-supported cooperative learning to enhance SDL (NRF Project, 2018–2021).

• 2017 Blended learning in higher education (Centre for Teaching and Learning, NWU: Potchefstroom campus)
• 2017 Teaching and learning in higher education (Centre for Teaching and Learning, NWU: Potchefstroom campus)
• 2017 Teaching Large classes (Centre for Teaching and Learning, NWU: Potchefstroom campus)
• 2017 Self-Assessment (Prof Karl Worth: Faculty of Education Sciences)
• 2018 Courageous conversations workshop (People and Culture: Learning and Development, NWU: Potchefstroom campus)
• 2019 Quality Course Teaching and Instruction Practice (QCTIP) Scorecard, (Open learning Consortium)
• 2021 Short Course in Management (eLearning college)
• 2022 Foundations of Computer Science: Theory and Practice (UDEMY)

• Josef, de Beer, Research Director, 082 923 2865
• Dorothy, Laubscher, UNESCO chair, 083 264 3284