Abstract
Students’ digital competency is key in open distance learning (ODeL) space. In addition, engagement in online interactive learning through social and cognitive networking is essential. This chapter reports the online facilitator’s experiences on the sustainable and resilient learning practices in interactive ODeL classroom. It draws from the connectivism theory that emphasizes the importance of the students’ abilities to live, work and thrive in the interconnected learning community. This qualitative autoethnographic case-study is an inquiry into the ODeL mathematics education students’ interactive learning processes. A case study in this chapter takes the form of a story that is enhanced by theory and practices aligned with the researcher’s experiences. The self-observation notes that the author has drafted from practices in own online classroom are connected to literature to explore the interactive practices in an ODeL context. Digitalization in teaching enhances students’ connectivism practices for the Fourth Industrial Revolution (4IR). This enables students to connect socially and cognitively to acquire multidimensional thinking and in-depth learning to enhance authentic learning. In essence, the ODeL facilitator should apply sustainable teaching through digitalization to support students to adhere to interactive sustainable practices to flourish in the interactive learning systems, and to attain the industry 5.0 skills.