Understanding the design context for Australian university teachers: implications for the future of learning design

Authors

Susan Bennett, University of WollongongFollow
Lisa Thomas, University of WollongongFollow
Shirley Agostinho, University of WollongongFollow
Lori Lockyer, University of WollongongFollow
Jennifer Jones, University of WollongongFollow
Barry Harper, University of WollongongFollow

RIS ID

37155

Publication Details

Bennett, S., Thomas, L., Agostinho, S., Lockyer, L., Jones, J. & Harper, B. (2011). Understanding the design context for Australian university teachers: implications for the future of learning design. Learning Media and Technology, 36 (2), 151-167.

Abstract

Based on the premise that providing support for university teachers in designing for their teaching will ultimately improve the quality of student learning outcomes, recent interest in the development of support tools and strategies has gained momentum. This article reports on a study that examined the context in which Australian university teachers design in order to understand what role design support tools and strategies could play. In-depth interviews were conducted with 30 academics across 16 Australian universities. The findings suggest that most Australian university teachers have a high degree of flexibility in their design decisions suggesting that opportunities exist for learning design tools and strategies to be adopted.