Online Learning and the New VET Practitioner: Project Data and Methodology. Working Paper.

A research project was conducted in Australia to assess the use of and attitudes toward online learning by vocational and technical education (VET) researchers. Information was gathered from 18 (13 women and 5 men, aged between 30 and 58) participant-researchers through a workshop in Adelaide, completion of a participant profile, a structured e-mail survey, a structured telephone interview, four online focus group events, and a second workshop to discuss the working paper. The research study found that, on average, the team had 3.4 years involvement in online learning and were involved in a variety of ways. Twelve of the team were involved in the professional development or mentoring of other staff in online technologies; 9 were involved in the development of online modules and training packages; 8 were involved in online delivery; and 3 were involved in LearnScope projects. Multiple roles in online learning were the norm. Most of the subjects learned about online learning matters through colleagues with online learning expertise or discipline expertise, while a significant number learned through formal professional development programs. Six of the respondents thought all teachers could become effective facilitators of online learning, 8 did not think so, and 4 were unsure. Only 3 respondents thought that all students could learn effectively through online activities, 10 respondents did not, and 4 were unsure. Having computer skills was the most common attribute mentioned for students to learn online. Benefits of online learning were considered to be meeting the individual needs of students and promoting access to VET for disadvantaged learners. (Contains 10 tables.) (KC)