How to sustain a centralised approach to learning design

Abstract

Innovative changes to online teaching practices are becoming increasingly important with the rise of e-learning across the higher education sector. Such innovations ideally become part of teaching repertoires rather than reverting to prior approaches. This study investigated the sustainability of a centralised approach to online learning design. Of the 74 survey respondents, more than 70% described changes to their teaching or work practices, uptake of learning design tools or development of student-facing materials, and these changes were mostly reported as sustained. Changes to system-level supports were less common and less likely to be sustained. Free-text comments highlight the importance of adaptation, collaboration and iteratively developed learning design templates. These provide guidance on how to promote sustained changes to online teaching practice.   Implications for practice or policy: Outcomes for sustained changes to online teaching practice can be improved through innovations that are adaptable and collaborative and build educator capability. Learning design templates and resources can guide educators to develop their online teaching practice while allowing flexible and iterative implementation. Sustained changes to online teaching practices may be impeded by aging student-facing materials, withdrawal of support and unfeasible workloads.