Online Learning on Location: Perspectives from Regional Australia.

This study sought to examine the factors that influence the uptake and effectiveness of online learning in regional Australia, looking in particular at the benefits and barriers this mode offers either ‘stand alone ’ or as part of a structured program of delivery. Our methodology focused on interviewing and discussing aspects of planning, delivering and experiencing online learning with managers, educational developers, teachers and students, in order to investigate some of the organisational aims and understandings, and contrast and compare them to the actual lived experience of learners and teachers. The research team wanted to test out the “anywhere, anytime… ” promises that accompany online learning; the promotion of “learning in a time and place that suits you… ” and also the organisational motivations behind providing online learning options. The target organisations provided a wide geographical VET program spread. However, their systems did not allow for separate identification and tracking of “online ” students, so it was more difficult to find learner and teacher participants than originally anticipated. Decisions by teachers to engage in online delivery appeared to be related to their motivation, preference and previous experience. The practice we identified and tracked predominantly included online within “mixed-mode”, often classroom-based activity. Managers ’ perspectives identified a number of online strategy and implementation issues including; infrastructure difficulties inherent to effective implementation; problems with accessing and maintaining skilled staff; and the lack of co-ordination in the development of policy and platforms between state and national authorities.