The on-line experience: The state of Australian on-line education and training practices - Review of research

This review illustrates the embryonic nature of on-line delivery, not only in the Australian vocational education and training (VET) sector, but in higher education generally. However, evidence suggests that the maturation of on-line delivery will be realised once innovators begin to develop realistic strategic, pedagogical and commercial models. This picture is supported by issues raised in the literature and by the key stakeholders who were consulted during the preparation of this review.

While its true extent is difficult to gauge, on-line delivery in the VET sector is yet to become a mainstream activity, despite significant on-line activities evident in each State and Territory. The diversity of these activities is indicative of the early stage of development of on-line learning and evidenced by extensive exploration and experimentation. There is currently no universally accepted wisdom on the best method for implementing on-line learning, either in Australia or internationally. Early indicators of success are beginning to emerge as a significant cohort of innovators implement and evaluate a variety of models.

Most anecdotal reports about the success of on-line delivery are positive, with a number of studies emphasising the changing nature of teaching and the implications for how best to support students in on-line environments. There is a recognition that the role of the instructor and their teaching approach changes in the on-line environment. Traditional face-to-face instructional strategies and resources need to be reconceptualised for on-line learning. Accompanying this is the need for teachers and support staff to develop instructional design skills for implementing effective on-line programs.

Better design models are required to support development teams in reconceptualising traditional modes of instruction for on-line delivery. The VET sector is characterised by a lack of published reporting of the design, development and evaluation of on-line learning environments. This results in a limited base of relevant literature from which other practitioners might draw. The few published design models tend to be primitive and may militate against success.

Only vague information exists about the learner s experience and needs in on-line mode. A common view is that learners need to be prepared and supported through the initial stages of use of on-line environments and many institutions are developing appropriate mechanisms. Much of the current evaluation in the VET sector is informal. However, some evaluation studies have noted that positive gains have been made relating to students with lower levels of language skills which indicates that these learning environments are providing options for specific groups. In addition, evidence is emerging that the traditionally high drop-out rates for distance education may be decreased with the use of on-line delivery, provided it is structured to support effective learning interactions. While there may be some criticism about a lack of cohesiveness in on-line delivery, policy-makers should not be too concerned since this is indicative of its current stage of development in Australia. It may be that such an environment is necessary to support innovation and the development of a variety of models.

Many institutions have published policies on the delivery of education and training, but few have taken the next step of formalising their approach to on-line delivery. However, it may yet be too early in the development cycle to see well-articulated policies. Currently, addressing the resource implications for infrastructure, personnel, professional development and administration tends to be ad hoc unless systems are centralised. The real costs of developing on-line programs are rarely fully examined before projects are begun, and more comprehensive costing and cost-effectiveness studies are required to inform administrators and funding bodies in decision-making.

In defence of the lack of policy initiatives, constant change in the capability of the technology and user access militates against comprehensive policy development. New funding models are being developed to reflect the changing resource priorities and partnerships. An examination of the most appropriate methods for reducing costs and increasing access may become crucial for scaling-up on--line offerings. The attractiveness of on-line learning as a means of reaching new student groups may encourage new collaborations and partnerships to include a wide variety of State, national and international bodies.