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Universities are engaged in a process of transforming existing curricula compelling by a new “decolonised-Africanised” curriculum drive aimed to make institutions sustainable and providing quality education to students. The debates foster critical thinking towards transforming future learning programmes that are appropriate and favour students' needs in particular student support (Bates, 2010). Another issue emerged from student demands ranging from academic and financial support to wellness support. According to Tait (2000), research has shown how specific and carefully considered technological interventions can provide answers to these teaching and learning concerns among students and lecturers. Moreover, Wangenge-Ouma (2012) concurs with Tait (2000) that planning support for students is crucial, but no guarantee is given that a common design for student support services exists. Thirdly, lecturers have a responsibility to guide, support and encourage students to complete the course – regardless of their circumstances and challenges (Simpson, 2012). Finally, lecturers can increase positive moments to motivate and advise students to become determined to successfully complete the course. Scholars are of the view that motivation and support systems play an important role in the success of distance learners at open and distance learning universities (Tait, 2000; Simpson, 2008; Wangenge-Ouma, 2012; van Wyk, 2018). After conducting a scoping view of scholarly works on student support, the majority of research conducted on student support emerged in the areas of the traditional face-to-face (F2F contact), blended learning environments (hybrid)l but to a lesser extent an open distance learning (ODL) context (Simpson, 2004; Tomas, Lasen, Field, & Skamp, 2015; Zawacki-Richter, Alturki, & Aldraiweesh, 2017). The majority of research publications on student support emerged in the areas of traditional face-to-face (F2F) contact (Graf, Kinshuk, & Liu, 2009), blended distance learning environments (Troiano, Liefeld, & Trachtenberg, 2010; Rodriguez, Bass, Souza, Lynch, Lystad, & White, 2019) – and, to a lesser extent, the ODL context (Simpson, 2004; Tomas, Lasen, Field, & Skamp, 2015). Research indicated that lecturers have the responsibility to guide, support and encourage students to complete their course, no matter the latter’s circumstances and challenges (Tait, 2000; Troiano, Liefeld, & Trachtenberg, 2010). Moreover, scholars are of the view that motivation and effective support systems play an important role in the success of distance learners at ODL universities (Beldarrain, 2006; Simpson, 2008; van Wyk, 2019). One aspect that a lecturer could apply, for instance, is to write motivational or encouraging texts on a student WhatsApp group or blogging space (Simpson, 2012; Manca and Ranieri, 2016). Anderson (2019) extends these views on the adoption of social media as teaching support tools has change how lecturers daily created engaged online environments. Finally, lecturers can increase the number of positive moments they use to motivate and advise their students, so that the latter become determined to complete the course (Simpson, 2012; Watson, Bishop, & Ferdinand-James, 2017). This motivated the author as matter of urgency and concern, to venture into what support is provided to students, and how in this case the researcher can use one of my modules, Teaching Methodology Economics to explore it. As an academic, the researcher needs to reflect from time to time on the quality of teaching and learning, student support, and relevance of the module in empowering student teachers with the necessary competence for the teaching profession. This paper investigates the use of pedagogical support strategies employed to support students’ learning in an online Teaching Methodology Economics course. To achieve this purpose, the following questions are formulated: