Research

Summary page

Research

Project no: nr1F04

Publication title: Online learning on location: Perspectives from regional Australia

In recent years there has been more than a passing interest in online learning at the state and national level. This current study, one of a series of investigations on online learning auspiced through the Australian Flexible Learning Framework, 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.

The research methodology focussed on interviewing and discussing aspects of planning, delivering and experiencing online learning with managers within educational organisations, as well as educational developers, teachers and, above all, learners. The methodology also ensured that discussion occurred with learners and teachers during the period and process of the learning experience taking place, which helped to give their recollections greater immediacy and currency. This strategy was adopted to enable an investigation of some of the organisational aims and understandings, and contrast and compare them to the actual 'lived' experience of learners and teachers during online learning.

Delivery sites visited included ten campuses of four regional technical and further education (TAFE) institutes active in providing online learning in three eastern states of Australia: Tropical North Queensland, Onkaparinga (South Australia) and Goulburn Ovens and Wodonga in Victoria.

The learners' perspective was obtained via:

structured interviews with 46 learners (face-to-face or by telephone) at or near commencement, with follow-up interviews 6—8 weeks later
20 learners met in focus groups (3) with researchers
8 learners produced 'learner diaries'-a continuous email commentary.

The provider experience was obtained via:

structured interviews with teachers (23) (initial and follow-up)
managers of flexible delivery activities (6) and organisation chief executive officers (4)
published demographic and corporate information.

This methodology was developed in order to give a 'layered' account, and allow monitoring of the extent to which learner expectations were fulfilled over time, as well as examining factors which learners identified as contributing to the effectiveness, positive or negative, of this mode of learning for them.

Managers interviewed for the project indicated that the development of an online delivery profile was good for regional and rural communities as a means of reaching more learners and providing them with access to a greater range of learning opportunities, and was an important part of their organisational business goals. What appeared to be missing at this point were strong linkages between the business and strategic goals, and the operational realities. Further, many of the aims of organisations became difficult to realise when considered alongside barriers which included:

inadequate or inappropriate infrastructure both inside and outside the organisations
accessing and maintaining skilled staff, along with industrial and professional development concerns arising from flexible delivery modes and demands
lack of appropriate materials for implementation and support of online delivery
ineffective/inappropriate delivery platforms and learner support systems
the lack of co-ordination in the development of policy and platforms between state and national authorities
inadequate research to identify and define online learner markets.

One aspect of all organisations visited was that the traditional student management and tracking systems did not provide a simple way to identify and make contact with online learners, either to locate learners involved in fully online courses, or to identify where online learning was integrated with other modes. Manual or anecdotal forms of 'corporate knowledge' were used to direct the research team to known examples of online practice, and to the teachers supporting these.

Decisions by teachers to engage in online delivery appeared to be related to their motivation, preferences and previous experience, rather than being driven by a set of strategic directions about where flexible and online delivery might suit learners best. A significant number of teachers reported feeling isolated and under pressure in relation to their online delivery role. The main difficulty they faced seemed to be finding the time to reflect on their practice and discuss it with other teaching professionals both inside their own organisation and outside.

Evidence from this study showed that the main benefits that learners anticipated from online learning were convenience and flexibility, choice, challenges, and the provision of opportunity to develop computing skills. Learners anticipated that the negative aspects of the online mode would include:

isolation, especially lack of contact with other learners
that it was slower and more time-consuming
not knowing how to use the technology and/or technology failure
the need for self-discipline and good time management
a long response time to queries.

A number of the learners who provided follow-up responses, but not the majority, indicated that many of these expectations had been realised at some level.

The main barriers identified by learners were technology-related issues. Remedies suggested to overcome these include:

improvements to the telephone infrastructure in their region
the provision of a better delivery system and more instruction for users before and during the program
classes for beginners to assess their readiness for study online and to enhance their information and communication technology skills
greater support throughout the course, and personal tutoring.

The key factors affecting user choice in this environment are whether the mode can be accessed affordably and with a realistic chance of success. Nationally, accessible and affordable online provision is expanding, but the evidence from this study indicates that much work remains to make online learning an option that is cost-effective and reliable both for regional providers and the majority of their population.

Where learners have no other options than online delivery-the case for most of the learners in this study-it becomes a major concern when technical and infrastructure problems combine with inadequate resourcing of critical features of the delivery mode, to produce a lower likelihood of successful engagement and completion of VET programs. Such problems appear more likely in regional areas.

As long as regional and rural telecommunication systems are inadequate to sustain reliable and speedy links, learners will struggle and become disheartened with the online mode. This is coupled with teacher concerns that they are not yet resourced and supported within their institutes and state systems to maintain an adequate quality of service. Regional VET providers and public systems therefore have significant barriers to overcome before the acknowledged benefits of reliable online delivery to regional and isolated learners, operating in an environment of adequate choice and support, can be realised.