ABSTRACT
This article reports on a study of an online system for supporting professional learning within higher education. The system was developed through an iterative user-centred design process to ensure that it supported the needs of academics. Results indicated there were a number of practice-related factors that emerged from within the user’s environment that triggered micro challenges at the user level and macro challenges at the organisational level. The article offers two considerations for capturing practice-related barriers in complex environments. These considerations are: engaging a multidisciplinary team and designing online tools to be flexible to respond to complex environmental factors.
Acknowledgments
This work was supported by grants from the Office for Learning and Teaching [SD13-3295 and EX15-0186].
Disclosure statement
No potential conflict of interest was reported by the authors.
Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.