Become a SA Campus Instructor

Course Layout:

Introduction
• How to write a course?
• How long does it take?
• How much does it cost?
• How to make it interactive?
1. Types of online courses
• Masterclass
• Coaching
• Virtual Self-Paced
• Corporate Training
2. Online Learning Development
• Learning Theories & Styles
• Memory
3. The steps
• Decide on the course topic.
• Research the topic.
• Plan the Course Outline.
• Write down the Goals & Objectives.
4. Practical aspects
• Decide on how to present your course material
• Map your production schedule
• Scripting your course.
• Which equipment to use
• Compile your video content
• Create assessments.
- Why assess
- Formative vs Summative
- Tools for assessing
- How to form questions.
• Quality Assurance
• Upload it to the SA Campus Online platform.
5. Growing your audience
• A Landing page
• Marketing Strategies

Learner Guide:
 If you have something to share with the world, there is a lot to consider:

• Are online courses the right type of online business for you?
• How can I choose the right course topic?
• How can I create a profitable course?
• How will I sell it afterwards?

Key questions most frequently asked by aspiring instructional designers.

• How to write a course?

There is no one way to write a course. All you need is patience and imagination.
Most of all, if you love the field of your expertise, everything will naturally fall
into place. There are hundreds of tools and resources out there to create a
stunning course. In this user guide, you will learn everything you need to know
about how to create an online course.

• How long does it take to create an online course?

It depends on how much material you have that is ready-made. If you already
have all your PDFs and videos stored and also want to upload content, create
some quizzes, a certificate, and a landing page; a week is more than enough
to create an online course if you work two hours a day on it.

• How much does it cost to create an online course?

Depending on whether you have created the media you will use, the course
creation may cost anything from zero (except the learning platform charges) to
thousands of dollars. For example, some instructors invest a lot of money in
their video production.

• How to make an online course interactive?

The more you have in mind to interact with students while creating your content,
the more the final result will be interactive. How do you want to engage your
students? What kind of interactivity do you want to include? Customized audio
and interactive live images and videos can make or break an online course.
Make sure that each section has an exercise, project, or assessment. This
gives learners the opportunity to interact and apply what they have learned.
Provide your learners with sufficient resources to follow along on their journey
of enrichment.

SESSION 1: TYPES OF ONLINE COURSES

 1. Masterclass

A Masterclass refers to a class given to students of a particular discipline by an expert

of that discipline -any occasion where skills are being developed.

It is usually a small class for advanced students, especially a class in performance

skills conducted by a distinguished artist. In the beginning, a master class was and still
is considered to be one of the most effective means of musical development at the
same level of examinations, competitions, and practice. Today it is not only limited to
music but also music theatre, all other types of art, and the sciences such as
mathematics.

Delivering a masterclass is not for the faint-hearted, and it takes in-depth knowledge,
understanding, and preparation to create one. A master class brings all the aspects,
activities, and tools together towards creating an effective and aspiring learning
‘concert-like’ environment that allows different playing styles and opinions to be heard.
No other educational setting gives it such focus.

2. Coaching

In coaching courses an experienced person, called a coach, supports a learner in

achieving a specific goal by providing training and guidance. Coaching courses are
specially designed to perform a specific personal or professional goal by providing
training and guidance. Coaching happens when focusing on specific tasks or
objectives.

The tasks can be time-bound and spread within days or weeks. Coaching courses
usually use drip-feed courses, which means the content is released in intervals, so
that the coach can control the flow and not overwhelm the student. Coaching refers
to fields such as sports, performing arts, acting, business, education, health care, and
relationships.

3. Virtual Self-Paced Online Course:

This course type takes full use of the tools readily provided for you at any of the various
online course platforms out there. You simply publish your course which can come in
various media at a localized virtual clipboard as well as assignments and quizzes. The
students can then access these files at any time and finish the course at their own
pace.

Direct interaction with your students might be limited but this gives you more time to
address issues students might have with your course personally, improve on the
details of each module, or build a new course from scratch.
 4. Corporate Training

Corporate Training is used to educate employees. Organisations today suffer from a

lack of skilled professionals. And it takes 3-5 years to fill all the skills gap. Companies
must train and retrain employees and managers to grow. This is why companies
make an increased investment in in-company training programs. It may consist of a
formal university or college training or informal training.

Apart from formal classroom training, there are multiple ways people can consume
training. Online learning platforms, are not only becoming an accepted corporate
training tool, but a preferred one. Cultivating employees’ skills and preparing them for
career advancement provides a better trained and more productive workforce.

SESSION 2: ONLINE DEVELOPMENT

2.1 LEARNING THEORIES

- Behaviourism

Behaviourism is a theory of learning which states that all behaviours are learned
through interaction with the environment through a process called conditioning.
According to behaviourists, behaviour is simply a response to environmental stimuli.
Behaviourism is only concerned with observable stimulus-response behaviours, as
they can be studied in a systematic and observable manner.

There's no fundamental qualitative distinction between human and animal behaviour.

Therefore, research can be carried out on animals as well as humans. Consequently,
over the years, rats and pigeons became the primary source of data for behaviourists,
as their environments could be easily controlled.

So, what role does behaviorism play in instructional design? The development of
objectives is the main area where behaviorism affects instructional design. According
to behaviorists, objectives indicate whether learners mastered the knowledge
presented in the course. In other words, if the learner mastered the objectives, then
their behaviour changed, and learning took place.

- Cognitivism
The cognitivist revolution replaced behaviourism in the 1960s as the dominant
paradigm. Cognitivism focuses on the inner mental activities – opening the “black box”
of the human mind is valuable and necessary for understanding how people learn.
Cognitivists are of means that learning involves the reorganisation of experiences. It
is considered an active learning process. Cognitivism assumes that an existing
knowledge structure is used to process new information. This theory believes that the
information is received, stored, and retrieved.

When cognitivists design their courses, they focus primarily on the learner. As
opposed to behaviorists, who focus mainly on learning objectives, cognitivists
concentrate on making learning meaningful through using learners’ background
knowledge. Cognitivists also believe that it is easier to remember items mentioned at
the beginning or at the end rather than somewhere in the middle. Instructional
designers who follow this theory focus on presenting the “must-know” or the most
important content both at the beginning and end of the course.

- Constructivism

The term refers to the idea that learners construct knowledge for themselves, meaning
that each learner individually and socially constructs meaning as he or she learns.
Constructing meaning is learning; there is no other kind. The dramatic consequences
of this view are twofold: 1) We have to focus on the learner in thinking about learning,
rather than on the subject or lesson to be taught, and 2) There is no knowledge
independent of the meaning attributed to experience constructed by the learner, or
community of learners.

Constructivists focus on how learners construct knowledge based on prior experience.

They believe in experiential, self-directed learning. Instructional designers who follow
this theory should understand what learners bring to the table in terms of prior
knowledge and interests.

- Andragogy

Andragogy, also referred to as a theory of adult learning and self-directed learning,

combines the previous learning styles, and continue to be important in our present-
day understanding of adult learning. To create truly beneficial training courses, you
need to understand the Andragogy theory.

There are six principles of adult learning.

Principle 1: Multimedia Principle.

When designing a learning experience, you should use both text and graphics.
Relevant graphics help learners understand and organise the material. Courses that
have both text and appropriate visuals help learners engage in active learning through
constructing and connecting visual and verbal representations of the material.

Principle 2: Contiguity Principle

Text should appear near graphics on the screen. When text and images are separated
on the screen, learners use their cognitive resources to match them. This creates
extraneous processing unrelated to the instructional goal. As a result, learners have
less capacity for mentally organising and integrating the material.

Principle 3: Modality Principle

Online learning courses should have audio narration instead of on-screen text. People
have separate processing channels for visual/pictorial processing and for
auditory/verbal processing. When learners have to watch something and read it at the
same time, their visual channels may become overloaded. For example, when there
is a list of steps, it is best to present them visually and add audio to the presentation
instead of listing them as bullet points.

Principle 4: Redundancy Principle

Online learning courses should not have both on-screen text and audio added to the
multimedia presentation. When there is a visual illustration on the screen, it is best to
avoid audio narration of the text. On the other hand, when there are no visual
illustrations, the information should be presented as both text and audio. This does
not apply to main headings or ideas.

Principle 5: Coherence Principle

Incorporating extraneous visuals, text, and sounds distracts the learner and activates
irrelevant prior knowledge. Therefore, non-essential visuals, text, and sounds should
be avoided. Background music is one example of an extraneous sound that distracts
learners and promotes emotional interest as opposed to cognitive interest.

Principle 6: Personalization Principle

This principle states that using first- and second-person constructions in online
learning courses make them more personable and create a feeling interaction. Do this
by using a conversational style when scripting your courses. This will help learners
better process the information. As a result, their level of retention will increase.

2.2 LEARNING STYLES

- VAK MODEL:
To better process new information or learn a new skill, one must hear it, see it, or try
it. There are learners who learn better through seeing; those who prefer to learn by
hearing; and then there are learners who prefer practical applications to understand
and retain new information.

Visual learners learn best by seeing. If you design courses that have no visual aids,
these learners will be lost. In order to stimulate visual learners, an instructional
designer should include images, handouts, videos, and demonstrations in their
courses.

Auditory learners understand and retain information best by hearing it. Your online
course should include lectures, discussion groups, and presentations as part of your
course design.

And finally, Kinesthetic learners learn best by doing. For the sake of accommodating
these learners, an instructional designer should consider adding practical activities to
their courses. They may also include quizzes, games, role-playing and practical
homework activities for these learners.

It is important to try to accommodate all three learning styles in your online course.

- GENERATIONAL STYLES:

Traditionalists are individuals aged 66 and older. They prefer learning through lectures
and do not like role-plays and interactive gaming elements in courses.

Individuals aged between the age of 47 and 65 are referred to as Baby Boomers.
Similar to Traditionalists, they prefer learning through lectures and workshops.
However, studies have shown that they do seem to enjoy small group activities.

Generation X is a younger generation, aged between ages 29 and 46. This generation
prefers online learning over any traditional learning approaches. They enjoy
experimental, practical learning activities, and whenever possible choose self-studying
above group-work.

The last generational learning style is referred to as Generation Y or the Millennials.

These learners are aged between ages 18 and 28. Like Generation X, they prefer
online learning, the only difference being that they prefer learning through social
learning tools such as blogs, podcasts, and mobile applications.
2.3 MEMORY

- LONG-TERM MEMORY:
Long-term memory is the storage of information for a long time. Long-term memory is
the final stage in the processing of memory. The Information stored in long-term
memory lasts longer than those of short-term memory. Long-term memory decays
very little with time and it is easier to recall.

Our conscious mind may not be aware of the information stored in long-term memory.
But this information can be recalled with ease and accuracy. Examples of long-term
memory are the recollection of an important event in the distant past or bicycle riding
skills someone learned in childhood.

Long-term memory is the target destination where newly acquired knowledge

assimilates. The information is stored permanently here. One of the main roles of long-
term memory is providing the background information needed to understand new
concepts. This is done through the retrieval of appropriate information from long-term
memory into short-term memory.

You should structure your courses so that they force learners to tie the information
together and create mental images of the information. Distribute practice activities
throughout the lesson as opposed to placing them at the end of the module. If the
course is separated into multiple chunks, offer practice in each module to help learners
put information in perspective.

- SHORT-TERM MEMORY:

Short-term memory is often referred to as primary or active memory. It is the

information we are currently aware of or thinking about. The information found in short-
term memory comes from paying attention to sensory memories.

Short-term memory is very brief. When short-term memories are not rehearsed or
actively maintained, they last mere seconds.

Short-term memory is limited. It is commonly suggested that short-term memory can

hold seven, plus or minus two items.

Most of the information kept in short-term memory will be stored for approximately 20
to 30 seconds, but it can be just seconds if rehearsal or active maintenance of the
information is prevented. Some information can last in short-term memory for up to a
minute, but most information spontaneously decays quite quickly.

- GEORGE MILLER’S MAGCAL NUMBER:

According to George Miller’s magical number, “seven, plus or minus two,” short-term
memory is only able to retain seven pieces of information. To ensure better retention,
it is best to break lessons up so that they contain even fewer bits of information to
ensure better retention. The exact amount of information provided in the course should
depend on the content and its complexity.

- COGNITIVE LOAD THEORY:

Intrinsic Load:
In order for your course to be effective, it needs to be split into small
segments of various lessons, each with a number of relevant tasks. Be sure
to distribute them throughout the course to break information up into
manageable pieces.

Germane Load:
Studies show that elements which make learning ‘easy’ during instruction
does not always lead to long-term learning. By creating conditions which are
difficult and appear to impede immediate performance, lead to greater long-
term retention and better transfer.

This is exactly what the Germane load does. The germane load is the
demand placed on short-term memory while the learner obtains new
knowledge and skills. It requires learners to successfully construct schema.
A schema is a term that describes structures that organise our knowledge
about something for interpreting and processing information.

Extraneous Load:
The extraneous load refers to unnecessary information that wastes mental
resources. Everything that distracts learners from the main objective is part
of the extraneous load and should be avoided when developing your online
content.

SESSION 3: THE STEPS

1. Decide on the course topic.

Finding the topic for your course shouldn’t be a struggle at all. It is all about
creating a course about anything you are passionate about. How excited are you
about creating this course? You are likely to quit before you get there if you hate
working on something. Do not look too far. What is your subject of expertise?
Which specific area of your subject would you mostly enjoy learning more about?

Research the Topic.

Research starts with a question or a problem
It requires a clear communication of the goal
We need to have a plan in place to follow that procedure
Research will split the problem into smaller, more manageable parts
Research also accepts certain critical assumptions
Remember, this requires that we collect and interpret data in order to resolve
the problem that started the research.

Qualitative and Quantitative research methods.

The Qualitative method involves case studies, interviews, observation, focus

groups and a content analysis. While Quantitative research methods involve
interviews, structured questionnaires, and a historical analysis.

The difference between these two methods is that quantitative is when the
research results are in numerical format, while the qualitative is not. We must
note here that the qualitative method is not necessarily just words or text;
photographs, videos and sound recordings, may be considered.

2. Plan the Course Outline.

After conducting thorough research on your topic, you will have a clear idea of the
subtopics to include in your online course. Break down those ideas even more,
then divide them thematically. Put all those topics in a logical order and make a
list. You can follow this course template example below.

First you will write down your Course subject followed by the first main topic
along with its various subtopics. Follow this process until you have covered
every topic.

3. Write down the goals and objectives.

 Learning goals are the heart of a course and need to be made clear at the planning
stage. They are broad, general statements of what we want our students to learn
and provide direction, focus, and cohesion for our work with learners.

Objectives inform the learner how they will be able to know whether they have
learned and understood the lesson. This way, the instructor can see in which ways
they can shape each lesson around their main priorities for learning.

SESSION 4: PRACTICAL ASPECTS

• Decide on how to present your course material.

Videos and images might serve you better if your course teaches learners how to
complete a craft or practice a specific hobby. Text descriptions are easily
misinterpreted, and your students will want to see you complete each step up to
completion. If this is the case, you will need video recording and presentation
software, like Adobe Premiere Pro and Photoshop.

When choosing how to present your course, there is no right or wrong way. Know
your topic, know your audience, and decide which method would be best to address
both aspects.

• Map your production schedule.

Once you have your content structured and you are sure of how you are going to
present your course content, it is time to map your production schedule. It is best to
break this schedule up into three components, namely a pre-production phase, the
production phase and post-production.
The amount of time set out for each phase will vary, depending on the method of
presentation you have chosen for your course.

1. Pre-Production. Converting the course content into an easily readable script.

This could take up to 1 week for example.
Spend time on deciding how you will shoot your video content. Planning shot
sizes, framing and storyboarding.
2. Production. Recording your course content can take anything from one week
to one month, depending on the size of your course and the detail of the
recording.
3. Post-Production. How much time do I need to edit the video and audio
footage? Also consider how much time it can consume to sync your audio and
visuals, depending on your method of production. Let’s estimate that to also
take about 1 week to complete.

• Scripting your course.

Plan your content in the context of the full course.
Be concise and cut long vocabulary words.
Use active sentence constructions. A passive writing-style is generally not a good
writing style for online videos.
Read your script aloud until it sounds conversational. If you are wondering if your script
is too wordy, or filled with too many passive sentence constructions, read it aloud and
listen if it sounds natural.
And if you are using visuals in your online course, incorporate them when reading your
script to help with pacing and timing.

• Equipment to use.

• Video camera

A camera is obviously the most essential piece of equipment you need for making
videos. Nowadays, cameras come in all sizes and shapes – and for any budget.
Professional films are being shot on anything from iPhones to high-end digital cinema
cameras. The truth is that we are living in the golden age of video content production
because you can capture high quality video with any modern camera – including the
one in your pocket.

If you are on the look-out for a professional camera to shoot your videos, I would
strongly advise you to consider a DSLR camera.

DSLR’s are ultimately for photography, but these cameras have added the video
recording capability. The quality you get from these cameras is amazing. Many models
can record 4k slow motion video, which would have been impossible to capture just a
decade ago, especially at the low price at which you can purchase a DSLR today.

A great advantage is interchangeable lens cameras, meaning you can put different
lenses on the camera, which is great when shooting in various locations.

• A Tripod

A tripod is another recommended piece of equipment to stabilise your footage, making

it look more professional. Fluid-head tripods are ideal for video production to get
smooth panning and tilting shots.

• A Microphone

Great audio is crucial for any video production. Experts are of means that it’s even
more important than the video quality. The reason for that is that many of your viewers
will be watching your videos on a small mobile screen. This means they’re focusing
on the audio more so than the video itself. Most cameras come with an
internal microphone, but we recommend getting an external microphone to up your
audio game.

Types of external microphones:

• Lavalier

Also known as the lapel microphone or ‘lav,’ the lavalier is a small microphone that
can be clipped onto your shirt. These can be wired or wireless kits. Generally, they
are omnidirectional or cardioid. The higher quality cardioid ones won’t pick up many
noises other than the speaker, who is very close to the microphone. Lavalier
microphones are great for talking head videos where the subject is moving around,
and you don’t have a boom operator to follow them around with a studio microphone.
They’re also great for shooting extremely wide shots of an actor or subject when
you can’t have a boom operator in the shot.

• Shotgun

A shotgun microphone, also known as a boom mic, is a long cylindrical microphone

that is very directional. This means it won’t pick up as much background noise as most
lavalier mics. The higher end shotgun microphones usually pick up more frequencies
and sound better than comparable lav mics. Generally, these are placed just above,
and sometimes below the video frame pointed towards a subject’s chin – just in front
of their mouth. A boom operator is necessary if the subject is moving around, as the
directionality of a shotgun mic results in poor audio quality if the subject is turned even
slightly away from the mic.

The benefit of a shotgun microphone is that it is out of the frame, and won’t distract a
viewer like a lav mic may. This is crucial for narrative films, where you wouldn’t want
to see a lav mic.

• Studio

These microphones are often used by radio hosts, podcasters, singers and musicians,
voice over artists, and screencast and webinar creators. Studio microphones sound
best when the subject is speaking directly into the mic, literally an inch or two away.
This means that they aren’t great if you don’t want to see the microphone in the video
frame. The quality of a studio microphone will be really high, with some of the best
sounding audio you can capture.
They capture a large range of frequencies, and they do not capture a lot of background
noise. There are many USB studio-style microphones that are great for recording
directly into your computer.

• Lights

Lighting is usually lower on an online video creator with a tight budget’s list of essential
equipment, but lights can truly help differentiate an amateur filmmaker from a
professional. There are so many lights available, to fit every filmmaker’s budget. But
if you don’t know how to set them up, they will be of little use to you. Instead of looking
at which lights to buy, I want us to focus on how to set them up. We do this by using
a method called the three-point lighting setup.

The basic premise of the setup is to have a key light, fill light and back lighting.

1. A key-light that produces the most amount of light and shines on your subject.
2. A fill-light that ‘fills’ in any shadows left by the key-light.
3. A back light that beautifies the image with a soft glow on the back of the
subject’s head/shoulders.

For any sort of interview or video with someone speaking in front of a camera, this is
a great set up. You can even use this set up for narrative videos as well.

• A Computer

One of the things many video creators disregard is the post-production process.
Having a fast computer is essential to speeding up your editing workflow. Should you
get a Mac? Should you get a PC? What about Linux? We’re not here to endorse any
brand of hardware, but which ever brand you choose, make sure that it’s built for
speed. This means a fast processor (Intel i7 or faster). Be sure to get as much RAM
memory as you can (16 GB minimum). And finally, get a fast graphics card that works
with your computer.

• Editing software:
On your computer, you’ll need a video editing application to edit your footage. There
are several popular options available. Usually your computer will come with a pre-
installed video editing app like iMovie on Macs. Out of experience, I
recommend Adobe Premiere Pro for video editing. It is great for both PC and Mac
users, and it is the preferred editing software amongst most professional
videographers.
 • How to compile your video content.

If you are developing a tutorial, your video footage needs to be clear and detailed.
This may take some time to film, but if you planned it out properly during the pre-
production phase, the filming process should run smoothly. Don’t complicate things
by trying to set-up a multi-cam studio with an intricate sound and lighting set-up.
Keep is simple, and rather ensure that your video and audio quality is good.

If your course is built on a PowerPoint Presentation, the production phase will be used
to record your slides as well as the voice over recording which accompanies your
slides.

Depending on your course content and target audience, a good idea is often to add a
webcam insert into your visual slideshow. With even the most basic computer
software, you will be able to record the slideshow and video material simultaneously,
making the post-production phase pretty straight forward.

• Creating assessments.

Implementing various assessment activities is a powerful way to achieve learning

outcomes and to ensure that your learners interact and complete the course. It
determines the degree to which each of our goals has been reached, in other words,
the degree to which your course is successful and valuable.

Most instructors provide a final quiz at the end of their course and a passing score
accompanied by a certificate. This is a good start to apply assessment but is it
enough? Probably not. Assessment works best when it is ongoing, not episodic. This
way, you can also show students their progress in the course and what they achieved
in each step of the way.

- What is the difference between Formative vs Summative assessment?

The first thing an online instructor should be aware of is the two different types of
assessments that the educational theory indicates: The formative and summative.

Formative assessment gathers information all the way throughout a course. This
information is then used to guide teaching and to improve learning and performance.
The key component of formative assessment is feedback, whether the assessment is
a graded quiz, written assignment, or student participation in a discussion forum. If
you are developing a course on a tutorial, for example on how to do logo designs in
Adobe Illustrator, create worksheets for the learners to do and submit as part of their
formative assessment.
Summative assessment gathers and analyses students at the conclusion of a course
to determine whether or/not students have achieved identified goals. Summative
assessments typically result in a score or grade. A culminating final exam or
performance task is an example of a summative assessment. In the case of an online
course, a summative assessment would usually take form of a final online quiz, where
the LMS allows instant grading, and is able to issue the learner with a certificate upon
successful completion of the quiz.

Outcomes and learning activities are generally created with an eye toward moving
students from basic levels of understanding of concepts to the ability to apply those
concepts in a professional or academic setting. In other words, from what is
considered to be lower – order skills to higher – order skills. To accomplish this, many
educators have turned to Bloom’s Taxonomy of educational objectives for assistance.

Bloom’ s Taxonomy lays out levels of outcomes regarding increasing complexity,

which build on one another, and to which activities and assessments can be mapped.
These levels are remembering, understanding, applying, analysing, evaluating, and
finally, and the most complex level, creating.

To write course outcomes and assessment activities that match Bloom’s levels, an
instructor would determine the cognitive level of the desired outcome and then choose
action verbs that measure the outcome at that level. It is important that your choice of
verbs is linked to measurement of the outcomes.

• Quality Assurance.
You can rest assured, knowing that our review team is available to help you get your
course ready to ensure that it is an enjoyable journey of enrichment for every learner
choosing to enroll.

Once your topic is approved and you can get started on creating content, our team of
reviewers will help you stay on track, ensuring that your course meets the desired
outcomes. Because, a high-quality course, leads to good reviews, which ultimately
leads to more course sales.

• Uploading your course to the SA Campus Online platform.

Once your course is designed, assessments are finalised, and you have compiled all
the necessary resources the learners might need, your course is ready to be uploaded
onto the SA Campus platform; which will be done on your behalf by our dedicated
team. All that is left to do now, is to create a landing page, which will help you to grow
your audience.

SESSION 5: GROWING YOUR AUDIENCE

• A landing page:

Your online course’s landing page is probably one of the most important components
of the entire course.

This is where learners decide whether your course is worth enrolling in by reviewing
your title, course description, preview lectures, and more.

When deciding whether to enrol in your course, learners will look at the following:

- What skills will I learn during this course?

- What will the key lectures cover?
- Who is the course aimed at?
- How long will this course take to complete?
- Who will be teaching this course?

To ensure that your landing page is striking and engaging, our team of reviewers will
assist you with video development and layout.

To ensure uniformity, our dedicated camera crew will even assist you in creating an
introductory video for your course’s landing page. You will have the option of
presenting the course yourself, or making use of one of our qualified actors, to present
the course on your behalf.

• Marketing strategies:

The day has finally arrived…you have finished creating your online course! There’s
just one problem. Your course is completed, and uploaded onto the SA Campus
Online platform, but nobody knows about it.

SA Campus Online has a team of creatives, ready to promote your newly designed
course on their various platforms, but to increase sales, you will need to promote
your course as well.

• Ask your learners to review your course. Studies have shown that good ratings
automatically lead to more sales.
• Share your course’s information on your personal or business social media
platforms such as Facebook, Instagram and Twitter.
• Include a link to your course in your email signature.
• Build an email list