Missing Components in E-learning Designs: A Learning-to-Change Thesis and a Proposal for Design-Based Research

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, and more importantly, why? A phenomenon we observed that unexpected emergence of systemic changes, or even transformation, seemed quite common at the level of a course and in the context of professional learning. 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. Key-Words: Learning to Change, Design-Based Research, E-learning Designs, Blended Learning