Introduction

Considerable funds have been invested in technologies, equipment, and in the development of individual staff as part of the strategy developed under the auspices of the Australian Flexible Learning (AFL) framework. Teaching and learning resources have been nationally funded through FLAG programs such as Toolboxes and LearnScope. Considerable investment at the state/territory and provider levels has also taken place. A suite of research projects has been funded over the period 2000 to 2002 which has sought to capture and report on the amount, cost, variety and effectiveness of these new flexible, online practices.

Key findings

• There appears to be relatively little pure online delivery of VET. Online approaches are being used in combination with other delivery methodologies.
  
• Most students who experience online learning do so as part of a program delivered by mixed mode using face-to-face and other strategies as well as an online approach.
  
• Because it is combined with other learning approaches it is difficult to determine the exact amount of online learning taking place.
  
• Cost-effectiveness of online delivery is difficult to determine accurately. However, it seems that online delivery is likely to be more expensive than conventional approaches, but is also likely to deliver better learning outcomes and levels of learner satisfaction.
  
• What learners value particularly about online delivery is its flexibility—the convenience and freedom it offers; that is, learning that is 'just in time, just enough and just for me'.
  
• Other qualities of the learning experience which are highly valued by learners include opportunities to communicate and interact with teachers and other students, responsive teaching staff who give frequent, thoughtful and informed feedback, well-planned and organised programs of learning, and well-designed, interactive, up-to-date and accessible learning resources and assessment materials.
  
• Teachers as well as students are positive and enthusiastic about online learning and its quality features but both recognise the need for support to ensure more effective online learning.
  
• The changing role of teachers and the way they are working to provide flexible training needs to be acknowledged and supported.
  
• A range of strategies has been identified to overcome key barriers to the successful adoption of online delivery, the most important being induction programs, cost reduction strategies for delivery, use of e-business approaches, teachers' professional development and improved recognition of their work roles and the funding models being used.

The online environment

Computer and internet use has grown tremendously in recent years in Australian households and workplaces. The attraction of computer-based and internet-delivered education and training is therefore not surprising. Many people have access to the necessary hardware required either at work or at home, and individual households are hooking up to the internet in ever-increasing numbers. According to the last census figures around 6.1 million Australians aged 15 or over use a computer at home, while over 6.9 million use the internet at home, at work or elsewhere (ABS 2002).