Innovative changes to online teaching practices are becoming increasingly important with the rise of e-learning across the higher education sector. Such innovations ideally become part of teaching repertoires rather than reverting to prior approaches. This study investigated the sustainability of a centralised approach to online learning design. Of the 74 survey respondents, more than 70% described changes to their teaching or work practices, uptake of learning design tools or development of student-facing materials, and these changes were mostly reported as sustained. Changes to system-level supports were less common and less likely to be sustained. Free-text comments highlight the importance of adaptation, collaboration and iteratively developed learning design templates. These provide guidance on how to promote sustained changes to online teaching practice.