"The purpose of the study was to thoroughly investigate the experiences of all role players in a Distance Education module. This study wanted to shed light on how the organisation of a specific Distance Education module, namely Assessment Approaches, could be improved. The study looked at the students’ experiences of the pedagogy (like the contact sessions) and the staff involved (the organisation and management of the module), the students' and tutors' experiences of the technology used and the content and assessment of the module. The methodology followed was a descriptive and explorative qualitative case study, using semi-structured interviews and online questionnaires. Semi-structured interviews were held with the current, and previous instructional designer of Distance Education, as well as the academic supporter of the assessment module. Questionnaires in Google Form format were sent to the tutors of the module as well as the students. Responses were obtained from three tutors and 22 students. Findings concluded that students chose the Distance Education qualification as a result of Covid-19 for their personal and professional development. The Distance Education administration is working effectively and is very helpful to the students, but strategies to increase student participation are needed. The contact sessions are effective but need to be done more often. The learning management system, Blackboard, is easy to use and user-friendly. Students specifically make use of the discussion board to communicate with each other and lecturers. They also find the contact sessions organised on Blackboard Collaborate useful and use the recordings of the sessions if they cannot attend virtually. They experience the assessment module as very relevant to their teaching practice. They would like to learn more about different subject-related applications. They believe the assessment activities for the module are well planned and they benefit specifically from the elementary statistical procedures."