All that glitters is not gold: Online delivery of education and training - Review of research

Online delivery is a significant educational innovation. Like the telephone, the car and the television, there are very different views about its potential, its future and its impact on education and training in Australia. As with any innovation the opinions, ideas and research which surround it are often contradictory and more ideological than empirical. We are surrounded by hyperbole, beguiled by the prophecies of future possibilities and upset by some of our own experiences. Getting the 'here and now' right is an issue which is lost in this obfuscation.

The new technologies represent challenges to the traditional ways of delivering education and training. Firstly, there is the potential loss of work if the scenario of teacherless classrooms comes anywhere near reality. Secondly, technology, by its very existence and its degree of present and predicted permeation of education and training, throws all existing methods up to scrutiny. Practitioners are forced to examine and justify their existences. This 'forced reflection' is an uncomfortable status for both individuals and systems. Some see technology as being definitely not in their interest for both these reasons. It is also true that the new technologies require lots of 'new learning' as teachers and trainers come to terms with the pedagogy and the technical prowess demanded by delivering and supporting online learners.

This consolidation study concentrates on the major questions about the effectiveness of online delivery of education and training in Australia. These include questions about:

• improved student outcomes
• impacts on teachers and learners, beneficiaries and casualties
• teacher/trainer preparation
• pedagogy
• materials design
• learner diversity

The study focusses on the areas of contention. These then provide guideposts for further research and thought. The research directions identified in this report should be used to inform policy decisions.

From a review of literature it was established that the following set of preconditions is necessary if the main goal of improved learning outcomes for students/users in an online environment is to be achieved. Student/user needs will be met if we:

• acknowledge and take into account differences in student/user backgrounds in every phase of the design and delivery of online materials and support
• strenuously apply the lessons we have already learnt about good teaching and learning
• cater for the differences in learning styles and preferences of student/users
• accept that student technological skill and comfort is located along a continuum of proficiency and plan to accept these and design materials and environments accordingly
• recognise that there are huge differentials in access to the new technologies and work towards reducing these
• evaluate the effectiveness of online programs using a variety of methodologies and time frames
• prepare teachers/trainers to use new technologies flexibly and beyond minimum levels of competence
• seek to explicitly enhance information literacy skills
• focus on the communicative and interactive dimensions of the new environments
• don't expect technology to solve all the hard problems