Re-Thinking Pedagogy for Online Learning - Experiences of Developing Teachers' Design Practice

Abstract

This paper discusses design practices for online learning in higher education. The theoretical part frames the concept of learning design whereas the empirical part of the paper describes a case example of a higher education institution developing a systematic approach to technology-mediated teaching and to building online courses and degree programs. Specifically, it addresses the challenges faced in developing teachers’ design practices for online courses to promote quality online learning outcomes. Four development stages described illustrate the process of individual, tactic and finally strategic changes in the learning design. The results part sums up the lessons learnt over six years.