Jisc Change Agents' Network Conference 2024

In the realm of online education, the role of learning designers is pivotal in guiding teachers through transformative changes in content delivery and pedagogical methods. This project explores the intricacies of coaching educators at the University of Auckland, (NZ) to cultivate a sense of belonging among students in online and asynchronous courses. Focusing on how learning designers can effectively assist educators in embracing new teaching styles, this project addresses the theme ‘supporting and adjusting provision for a diversity of students and programmes’, thereby enriching student engagement and achievement.

Employing a reflective research approach and principles from the Community of Inquiry model and Universal Design for Learning, this project documents observations, and insights from the transition of a face-to-face course to an online, asynchronous format, primarily aimed at an international student cohort. It chronicles the journey of a learning designer engaged in the project since November. The project highlights the challenges for the teacher of navigating and adapting to innovative teaching methods and understanding the nuances of online learning. 

As the redesigned course is due to begin in February 2024, the evaluation of the course and final observations are still pending. Nevertheless, the ongoing process underscores the teacher’s willingness to learn and adapt, a critical aspect of transitioning to online education.

The anticipated findings of this project are expected to significantly contribute to the formulation of a framework for learning designers. This framework will aim to guide the support and counsel provided to educators, focusing on fostering a sense of belonging in their courses and thereby crafting more profound and fulfilling learning experiences for students. This project’s conclusions have significant implications for future practices and research in coaching educators in the online and asynchronous learning environments.