This thesis examines the trust dynamics between Learning Designers (LD) and Subject Matter Experts (SME) in online course development within Technology Enhanced Learning (TEL) environments. This research is underpinned by Wenger’s Communities of Practice (CoP) framework (1998) overlaid with an adapted version of Martins and Baptista Nunes' Conditional/Consequential Matrix (2016) along with definitions of trust. The methodology comprises a case study with interviews, and a focus group.

I conclude the research findings with the introduction of a new model which I have called T.I.M.E. (Trust Integration Model for Educators), a framework for the cultivation and integration of trust, emphasising continuous communication, feedback, and collaboration between LDs and SMEs. Trust is crucial for effective collaboration in TEL contexts. This research shows how initial trust experiences are shaped by multiple interactions, including prior collaborations, communication efficacy, mutual understanding, and resistance to change. As collaborations mature, trust (cognitive and affective) manifests through collective values, open communication, adaptability, and a mutual commitment to shared goals.

This research emphasises the significance of role clarification and available support mechanisms while establishing and following procedures or guidelines that build relationships and create and maintain trust. The T.I.M.E. model provides a structure to navigate challenges and offers potential applications across Higher Education (HE), Further Education (FE), and workplace Learning and Development (L&D). It addresses issues such as resistance to technological change, communication gaps, and internal hierarchies. The model aims to integrate trust within the broader CoP of LDs and SMEs, as well as the quasi-communities that evolve through institutional collaboration. This area has been under-researched, and the data collected, along with the analysis, combined with the T.I.M.E. model, I offer as new original knowledge.

Keywords:
Case Study; Trust Dynamics; Trust Building Strategies; Online Course Development; TEL; Communities of Practice; Trust Integration Model for Educators (T.I.M.E.); HE; FE; L&D; Interdisciplinary Collaboration; Social Capital.