Abstract
Universities everywhere are rushing to upgrade their digital learning capabilities — and, more so now, in response to COVID-19. Long term, large-scale development of online courses requires investment in digital infrastructures and collaborative curriculum design involving educational, technical, and subjectmatter experts. However, compared to the resources invested in course development, there is relatively little investment in researching such development processes. Drawing on findings from a study of a strategic initiative to rapidly develop 12 fully online undergraduate degree programs in one Australian university, this paper reports on a study that aimed to capture the experiences of academic course writers. Findings show broad satisfaction with the production processes, courses created, and knowledge acquired - although also demonstrating key differences between senior, junior and casualised staff. This empirical case study contributes to knowledge about capacity building arising from large-scale, in-house development of fully online degree programs.
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