Godsk, Mikkel, Hougaard, Rikke Frøhlich, Nielsen, Birgitte Lund, Jaldemark, J., Håkansson Lindqvist, M., Mozelius, P., Öberg, A., De Laat, M., Dohn, N.B., and Ryberg, T.
This article presents the results of a case study of eight undergraduate science modules on factors for sustainable Learning Design interventions. Using a mixed-methods approach involving educator interviews, statistical data, screening of learning designs based on a furthered learning design model (STREAM), student surveys, and an efficiency assessment based on the concept of Efficient Learning Design, a total ofsix factors for sustainable Learning Design in the context of science higher educationrelated to the educator perspective and the actualised learning designs are identified.The article concludes that in addition to the direct factors such as the number ofenrolled students and repetition of modules, the educators’ consideration for theinstitutional 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, and a consistent structure with online activities,reflection exercises, and feedback are significant underlying factors for efficient andsustainable Learning Design.