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Drawing on literature that highlights weak sustainability outcomes, the model is structured through a Maslow-inspired hierarchy and organized into three clusters: basic needs, institutional motivation, and stakeholder motivations. 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Framework for Online Learning Sustainability  \nProgresser vers des politiques et des pratiques durables : un cadre à cinq niveaux pour un apprentissage en ligne durable  \nDiogo Casanova, University of West London Linda Price, University of Bedfordshire  \nAbstract  \nThis paper addresses the issue of sustainability in online learning in higher education. It introduces and discusses a five-level framework for helping higher education institutions to make the transition from enterprise to sustainable policy and practice in online learning. In particular, it responds to evidence in the literature regarding the lack of sustainability in online learning in higher education. Influenced by Maslow’s hierarchy of needs, this framework is characterized by three different clusters: basic needs, institutional motivation, and stakeholders’ motivations. It is presented hierarchically within five different levels. Examples are provided for each of the levels and suggestions are given to how institutions should respond to each level.  \nRésumé  \nCet article traite de la question de la durabilité dans l’apprentissage en ligne pour l’éducation supérieure. Un cadre de travail à cinq niveaux y est introduit et fait l’objet d’une discussion. Ce cadre a pour but d’aider les établissements d’enseignement supérieur à faire la transition des initiatives complexes aux politiques et pratiques durables en matièred’apprentissage en ligne.. Ce cadre répond notamment aux données probantes de la documentation concernant le manque de durabilité dans l’apprentissage en ligne pour l’éducationsupérieure. Influencé par la hiérarchie des besoins de Maslow, le cadre se caractérise par trois grappes différentes : les besoins de base, la motivation de l’établissement et les motivations des intervenants. Il est présenté de façon hiérarchique, en cinq niveaux différents. Des exemples sont fournis pour chacun des niveaux, et des suggestions sont offertes sur la manière dont les établissements devraient réagir à chaque niveau.  \nIntroduction  \nFor the purpose of this paper, we consider online learning as all teaching and learning activities that are designed and mediated digitally in blended or distance learning programs. Since its inception, online learning in higher education (HE) has met some criticism and resistance by its different stakeholders: senior management, academic staff, students, and administrators. A lack of shared understanding of the cost/value relationship (Palmer & Holt, 2010) minimize any substantial adoption into core HE provision (Englund, Olofsson, & Price, 2017; Selwyn, 2013), albeit with distance education providers being the exception.  \nUntil recently, online learning as a component of more traditional face-to-face courses has received skepticism with regard to its value for money and real significance to students’learning experience. A large-scale study conducted by Allen and Seaman (2013) in the United States found that a third of the management bodies in HE institutions providing programs with online learning believed that their related learning outcomes and activities were of a lower complexity when compared with traditional face-to-face teaching. Similarly, a recent Universities and Colleges Information Systems Association (UCISA) report (Walker et al., 2016) suggested that the use of online learning in different HE institutions in the United Kingdom was still largely confined to supporting the access of lecture notes, e-submissions, marking, and feedback as well as similarity-checking software. Furthermore, only 19% of HE institutions use blended learning as part of guided learning activities (Walker et al., 2016) . In the UK, the campus-based learning experience is still very much dominant and limited value is placed on learning online.  \nHowever, in other countries, such as in Canada, evidence suggests that online learning has been increasing. T","cbCaihoTLWA0o4vO","https://ap.wps.com/l/cbCaihoTLWA0o4vO","pdf",671174,"English","# Introduction\n## Online learning definitions and stakeholder resistance\n## Evidence from US and UK studies\n## Growth trends in Canada and the US","[{\"question\":\"What does the five-level framework aim to improve in higher education online learning?\",\"answer\":\"It helps higher education institutions transition from enterprise initiatives to sustainable online learning policies and practices.\"},{\"question\":\"How is the framework characterized according to the paper?\",\"answer\":\"Influenced by Maslow’s hierarchy of needs, it groups factors into three clusters—basic needs, institutional motivation, and stakeholders’ motivations—then presents them hierarchically across five levels.\"},{\"question\":\"Why does the paper argue that sustainable adoption of online learning can be limited?\",\"answer\":\"It cites a lack of shared understanding of cost/value relationships and reports that online learning use has often been confined to basic support roles rather than deeper learning outcomes.\"}]","Moving Towards Sustainable Policy and Practice - A Five Level Framework for Online Learning Sustainability | PDF"]