Contemporary learning theories inform online teachers to (re)design the course to be more authentic, flexible, and most importantly, learner-centered. However, to have a real impact on the reality, still not much literature address how to implement these web-based pedagogies, and more importantly, why certain less-then-desired outcomes often observed in practice? A phenomenon we observed that unexpected emergence of systemic changes, or even transformation, seemed quite common at the level of a course. Among these changes, learning to change in BOTH teaching and learning to achieve high quality learning (we called it a learning-to-change thesis) is possibly one of the most critical, which lack of research in the present literature. This study explored some possibilities of conducting design-based research for this thesis in the future studies.
Journal of Human Resource and Adult Learning, 4(2), 154-160