Year

2015

Degree Name

Doctor of Philosophy

Department

School of Education

Abstract

Universities are increasingly concerned with providing a high-quality student experience; good teaching is a key component. The area of Learning Design aims to provide effective, high-quality models to support university teachers in achieving this goal. Research to date on Learning Designs has focused on the development of tools, technical standards, potential needs, and attitudes towards use, with few studies investigating university teachers’ actual use of Learning Designs. Little is known, therefore, about how teachers apply Learning Designs to real design problems.

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