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Research output: Thesis › Doctoral Thesis
Research output: Thesis › Doctoral Thesis
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TY - BOOK
T1 - Building trust between Learning Designers and Subject Matter Experts in online course development
T2 - A case study
AU - Love, David
PY - 2025
Y1 - 2025
N2 - 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.
AB - 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.
KW - Case Study
KW - Trust Dynamics
KW - Trust Building Strategies
KW - Online Course Development
KW - Technology Enhanced Learning
KW - TEL
KW - Trust Integration Model for Educators (T.I.M.E.)
KW - Higher Education
KW - Further Education
KW - Learning and Development
KW - HE
KW - FE
KW - L&D
KW - Interdisciplinary Collaboration
KW - Social Capital
U2 - 10.17635/lancaster/thesis/2604
DO - 10.17635/lancaster/thesis/2604
M3 - Doctoral Thesis
PB - Lancaster University
ER -