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The aim of the research reported here was to investigate the meaning of 'quality learning' from the perspective of vocational education and training (VET) online learners. A mixture of qualitative and quantitative methods was used to gather data about perceptions of quality online learning from students and organisations in the VET sector. The first section of the report offers an introduction, a brief outline of the methodology and an overview of the key findings of the research. A literature review follows, examining both VET and the higher education sectors. The methodologies and the demographic span of data used in the project are described in detail and the following sections present the results from the national survey, the focus groups and the case studies. Appendices provide details of the questionnaire analysis, the results of the national survey and information relating to the case studies. Show less

This report is the result of an Australian National Training Authority (ANTA) funded project. The purpose of this report is to describe and comment on the LEARN Network, the network of learning resource centres of TAFE in South Australia, in the context of best practice. The report discusses a theoretical basis for relevant concepts of best practice, and then considers aspects of the Network within this framework and makes recommendations for future development. The Network's activities in the sphere of information literacy illustrate the description. Discussion of the New South Wales Library Network and the Queensland Open Learning Network is included to provide the contrast of one network with a different purpose, and one with a similar purpose operating in a different state environment. Performance indicators for successful networking are also identified.

Excerpt from executive summary. Show less

As online learning expands rapidly in the vocational education and training (VET) sector in Australia, initiatives have been put in place to facilitate the quality of this learning environment. The Australian National Training Authority (ANTA) has provided Toolboxes to support the development of high-quality learning products and experiences. LearnScope and Framing the Future aim to support the development of the skilled staff needed to design and teach in online learning environments. This brief article describes a National Centre for Vocational Education Research (NCVER) funded research project in the area of flexible learning research. The project is designed to obtain the views of learners and VET organisations about what constitutes a quality online learning experience. Show less

This chapter discusses the Australian Flexible Learning (AFL) Framework, a five year (2000-2004) national program to create and share knowledge about flexible learning and to support its take-up in vocational education and training (VET). It was launched in 2000 by the Australian National Training Authority (ANTA) and is managed by the Flexible Learning Advisory Group (FLAG). The Framework aims to: address the professional development needs of staff; create supportive technological infrastructure; develop online content, application and services; construct a supportive policy environment; and construct a supportive regulatory environment. The chapter provides an overview of the program, highlighting its achievements in the first two years, and discusses some of the key issues that have arisen.

The monograph from which this chapter is taken is indexed at TD/TNC 79.560; individual chapters are indexed from TD/TNC 79.561 to TD/TNC 79.573. Show less

Australia, like other western developed countries, is grappling with the implications of widespread economic and social changes. These include globalisation of industries, new technologies and consequent pervasive changes in the shape of the workforce. Decline in the manufacturing industry and technological advances in agricultural industries, have resulted in fewer work opportunities for low skilled manual labourers and more pressure on young people to attain the skills required in the 'new economy'. On the other hand, approximately 15 per cent of 20-24 year olds have not completed year 12 or a vocational equivalent (ABS, 2013). The number of young people who do not complete school is disproportionately high in areas of socio-economic disadvantage, and these people are further disadvantaged in career terms. In fact, they are at risk of long-term unemployment, especially at a time when there is pressure on older people to continue in the workforce to a later age.

Adult community education (ACE) provides an avenue through which young people can re-engage in education. This paper outlines reasons for disengagement, motivations for re-engagement, and factors that contribute to re-engagement, with illustrations of how this is happening in ACE. It also touches upon factors that impinge on organisations providing such programs.

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Online education has as many different facets as traditional face to face education. One aspect is the development of online communities. Educators are conscious of the need to engage the learners and make them part of an online learning community. This occurs through email, asynchronous and synchronous discussion. Educators generally believe that these discussions improve the learning experience and provide an essential element to the online education. This paper presents a practitioner perspective on online communities and discusses some of the issues and concerns as well as the benefits of establishing these communities for the provision of quality education online. The research is part of a project commissioned by the National Centre for Vocational Educational Research (NCVER) to look at the 'Quality in on-line learning: the learner's view'. One of the factors of quality in online learning is the development of online communities.

Published abstract.

The two volumes of collected papers are indexed at TD/TNC 64.287 and TD/TNC 64.355. Selected papers from volume one are indexed from TD/TNC 64.288 to TD/TNC 64.320; selected papers from volume two are indexed from TD/TNC 64.321 to TD/TNC 64.354. Show less

Educational organisations must continually discover new and better ways to deliver programs in order to meet the needs of their customers. To be effective in this environment, both large and small organisations are trying to come to grips with ideas about good practice to best serve the needs of students and industry. The use of the Internet and other networked technologies as a means to facilitate learning is an increasing interest of both educators and government. The intention of this publication is to provide a basis to enable successful use of these technologies, by means of a framework illustrated by case studies. Show less

This chapter reports on a project designed to investigate the meaning of high-quality learning for students in the vocational education and training (VET) sector. The findings indicated that students generally reacted well to online learning, with flexibility and the teacher/faciltator being the most appreciated and important aspects of the mode. While online deivery has presented many challenges to teachers, they held similar views to students vis-a-vis what constitutes a high-quality online experience. The chapter stresses the key importance of good teachers, facilitators and tutors to successful and high-quality online learning experience, which should be noted by VET organisations.

The book is indexed at TD/TNC 71.08; chapters are indexed from TD/TNC 73.451 to TD/TNC 73.461. Show less

The purpose of this paper is to provide a basis for discussion within the LEARN Network about the question of whether, and on what basis, private providers and their staff and students should have access to the learning resource services of TAFE SA. The paper does not attempt to provide developed solutions. Rather, it identifies the issues, outlines some of the implications, and suggests directions for further debate and resolution. Show less

The purpose of this paper is to discuss student outcomes of the Open Training and Education Network of New South Wales (OTEN) in relation to performance indicators current for TAFE in New South Wales. Indicators include cost per annual student contact hours (ASCH), completion rates, student outcomes and student satisfaction. The paper identifies some limitations in the applicability of these performance indicators, proposes an approach to performance measurement and illustrates this with reference to Joondalup Campus, North Metropolitan College of TAFE, Western Australia. Show less