Sustainable learning design: A case study of eight undergraduate science module interventions

This chapter presents the results of a case study of eight undergraduate science modules investigating factors for efficient and sustainable Learning Design interventions. Using a mixed-methods approach involving educator interviews, student activity data, screening of learning designs, module evaluations, and an efficiency assessment, a total of six factors related to the educator and student perspectives as well as the actualised learning designs are identified. The chapter concludes that the educators’ consideration for the institutional cost-benefit perspective, their perceived usefulness of technology-enhanced learning and buy-in of its related pedagogy, the students’ buy-in of technology-enhanced learning, a consistent networked structure with online activities, reflection exercises and feedback, and the scale and reuse of the design are significant factors for efficient learning designs. Furthermore, the chapter discusses three implication aspects of the identified factors for designing sustainable networked learning: the educator perspective on TEL, students’ networked learning with technology, and the module organisation and institutional aspect.