Moving training online is no longer driven solely by necessity. While external circumstances may have accelerated the shift for many trainers, the benefits of online delivery extend well beyond responding to restrictions.
Online learning provides adult learners with greater control over their education. It promotes learner-centred approaches and facilitates collaboration in ways that traditional classrooms sometimes cannot. Online delivery allows more content to be covered efficiently while accommodating learners who work at different paces. It provides time for absorption and reflection, enabling adult learners to revise material according to their individual needs.
Discussion becomes more deliberate in online environments, exposing learners to multiple perspectives and extending ideas beyond what time-limited face-to-face sessions permit. Online delivery also provides structured support for learners applying their knowledge when a trainer is available to guide them.
The Commonwealth of Learning defines online learning as “e-Learning with a mandatory involvement of a digital network which a learner needs in order to access at least part of the learning materials and services. Online learning refers to network enabled teaching and learning that allows the learner to have increased interaction with content, teacher and other learners.”
This definition highlights the essential characteristic of online learning: increased interaction. Effective blended learning in VET requires thoughtful planning across delivery modes, content design, and learner support. The goal is not to replicate face-to-face processes through a screen but to achieve the same learning outcomes through methods suited to online environments.
Planning for Online Delivery
Effective online delivery begins with comprehensive planning. Several factors require consideration before designing any learning experience.
Platform and tool availability shapes what is possible. Understanding the learning management system, web conferencing capabilities, and supplementary tools available determines the boundaries of course design. Popular learning management systems like Moodle and Canvas offer different capabilities that influence design decisions.
Student characteristics influence delivery decisions. Consider why learners are undertaking the training, their technological capability, potential challenges to getting online, workplace access, and geographical location. A cohort of experienced professionals with reliable internet access requires different approaches than school leavers with limited technology experience.
Digital literacy applies to both students and trainers. Assumptions about technological competence create barriers when they prove incorrect. Honest assessment of capability informs realistic planning.
Unit requirements dictate what must be covered. Assessment conditions, performance criteria, and knowledge evidence requirements establish non-negotiable parameters for any delivery mode. The training.gov.au national register provides authoritative information on unit requirements.
Time allocation determines pacing. Understanding total available time and synchronous time specifically enables realistic scheduling of content and activities.
Accessibility requirements ensure all learners can participate fully. Planning must account for diverse needs from the outset rather than retrofitting accommodations.
Organisational capability also matters. Available subscriptions, policy restrictions on free tools, colleague expertise, and social media policies all affect what trainers can implement. Working within organisational constraints prevents planning courses that cannot be delivered.
Tools to consider include learning management systems, web conferencing platforms like Zoom or Microsoft Teams, video conferencing, content development applications, social media tools, quiz and polling applications, online collaboration tools, chat functions, and wikis. Not all tools suit all purposes—selection should match specific learning objectives.
Choosing Your Delivery Mode
Blended learning encompasses several delivery configurations. Options include fully online facilitated synchronous delivery, blended online synchronous and asynchronous approaches, fully self-paced programmes, and combinations of classroom sessions with any online mode.
Selecting the appropriate mode requires evaluating existing resources. What materials already exist? What can be modified for online use? What requires replacement? Identifying opportunities where new resources could add value helps prioritise development efforts.
A fundamental principle guides all mode selection decisions: when delivering online, the goal is duplicating outcomes, not duplicating processes.
Consider a course currently delivered face-to-face. What outcomes does that course achieve? What must students be able to do upon completion? Collaboration, communication, time management, and research skills may all feature among required outcomes.
The question becomes: how can the course be adapted to replicate those outcomes through different processes? A face-to-face group activity might achieve collaboration outcomes through physical proximity and real-time interaction. An online equivalent might achieve the same outcome through structured asynchronous collaboration with clear milestones and peer accountability mechanisms.
Focusing on outcomes rather than processes liberates course design from attempting to force face-to-face methods through digital channels. Different processes can achieve equivalent outcomes when designed intentionally.
Setting Up Familiar Processes
Establishing consistent processes early supports both planning efficiency and learner experience. Several foundational elements benefit from early development.
Templates for consistent wording ensure materials maintain uniform language and formatting throughout courses. Consistency reduces cognitive load for learners navigating multiple modules.
Storyboards for course writing provide structured frameworks for content development. Storyboarding before building prevents disorganised courses that confuse learners.
Platform templates accelerate digital development while maintaining consistency. Reusable structures reduce development time for subsequent courses.
Assessment templates with built-in instructions guide learners through downloading, completing, and submitting assessments. Clear submission processes prevent technical difficulties from obscuring competency demonstration.
A limited tool palette prevents overwhelm. Selecting a small number of suitable tools and using them consistently helps both trainers and learners develop proficiency rather than constantly adapting to unfamiliar applications.
Support rules require explicit definition. Determining who supports students with what issues, how technical support operates, available support time, and when support is provided establishes clear expectations. Undefined support arrangements lead to trainer burnout and learner frustration.
Decisions about self-paced versus group activity balance also require early resolution. Unit requirements, qualification specifications, and funding arrangements may all influence these decisions.
The Flipped Classroom Model
The flipped classroom reverses traditional teaching and learning sequences. Rather than presenting theory during class time and assigning application activities as homework, the flipped model inverts this arrangement.
Theory is completed before class through readings, videos, or other self-paced materials. Class time then focuses on practical application, activities, and discussion. The result: less “sit and listen” and more “do and learn.”
This model frees synchronous time for activities that genuinely require real-time interaction. Passive content consumption—watching videos, reading materials, reviewing examples—happens when learners can control pacing and revisit sections as needed. Active application—practising skills, discussing concepts, receiving feedback—happens when trainers and peers are present to contribute.
The Flipped Learning Network provides extensive resources on implementing flipped approaches effectively. Research consistently demonstrates improved engagement and learning outcomes when flipped methods are implemented thoughtfully.
The flipped approach improves adult learners’ digital literacy and employability skills through regular engagement with online materials and self-directed learning practices.
A typical flipped structure proceeds as follows:
- An initial class session prepares learners for the process and establishes expectations
- Learners receive readings, videos, and small personal tasks to complete before the next class
- The subsequent class workshops what has been learned and completes collaborative activities
- New goals, readings, videos, and tasks prepare learners for the following session
- Set times for chat rooms allow learners to interact with trainers and peers between classes
- The cycle repeats throughout the course
A formula can assist with distribution and prevent monotony: reading or video, followed by activity, followed by reading or video, followed by collaboration, followed by discussion in webinar. Varying the sequence maintains engagement across extended programmes.
Structuring Synchronous Learning
Synchronous time represents the rare opportunity for real-time interaction between trainers and learners, and among learners themselves. This scarcity demands intentional use.
Synchronous sessions suit topics that are difficult, sensitive, or lead directly into assessment. Complex concepts benefit from real-time clarification. Sensitive discussions require the nuance that synchronous communication enables. Assessment preparation benefits from immediate question-and-answer exchanges.
Activities that generate student contribution maximise synchronous value. Reserving “sage on the stage” content delivery for self-paced materials frees synchronous time for interaction that cannot occur asynchronously.
Effective synchronous sessions connect theory that students have completed independently. Creating categories, making connections, and synthesising concepts builds on self-paced preparation. Questions and answers, elaboration of ideas, and individual stories enrich understanding beyond what prepared materials can provide.
Collaborative tools enhance synchronous engagement. Digital whiteboards like Miro or MURAL, along with mind mapping tools and sticky note applications, enable visual collaboration that maintains attention and produces shared artefacts. Getting students onto learning platforms during synchronous sessions allows live troubleshooting of technical issues.
For cohorts with limited digital literacy, the first session should always be synchronous. Establishing familiarity with tools and processes through guided, real-time instruction prevents learners from struggling alone with unfamiliar technology.
A common planning error involves underestimating time requirements for discussions and synchronous activities. Interactive sessions consume more time than passive content delivery. Building generous time allocations for discussion prevents rushed sessions that sacrifice depth for coverage.
Structuring Self-Paced Learning
Self-paced learning encompasses anything students complete in their own time without real-time trainer presence. This includes asynchronous structured facilitated content and self-directed learning, though these carry different implications for volume of learning and amount of training calculations.
Self-paced content suits several purposes effectively. Prereading theory and developing underpinning knowledge works well asynchronously, allowing learners to control pacing and revisit difficult sections. Formative assessment checks embedded in self-paced materials provide immediate feedback without consuming synchronous time. Further readings that build deep understanding rather than surface-level knowledge benefit from the reflection time self-paced study permits.
Self-paced content also prepares students for synchronous activities and discussions. Arriving at live sessions having engaged with foundational material enables richer interaction than attempting to introduce and apply concepts within the same session.
The relationship between self-paced and synchronous learning should be deliberately designed. Self-paced materials establish foundations; synchronous sessions build upon them. This sequencing maximises the value of limited real-time interaction.
Interactive content tools like H5P enable embedding quizzes, interactive videos, and knowledge checks directly within self-paced materials, providing immediate feedback without trainer involvement.
Collaborative Asynchronous Learning
Collaborative asynchronous tools provide forums for communication between students and trainers during self-paced work. These tools bridge the gap between independent study and synchronous sessions.
Effective uses include provoking discussions, building on each other’s learning, and conducting formative assessment. Collaborative asynchronous activities work best when they follow self-paced content, giving learners material to discuss and perspectives to share.
Collaborative asynchronous work functions more as activity than content. It guides student-generated learning and enables peer teaching. Students constructing knowledge together develop deeper understanding than passive content consumption provides.
Tools like Padlet provide visual collaboration spaces where participants can share ideas, links, videos, and images. Discussion forums within learning management systems serve similar purposes with threaded conversation structures.
However, collaborative asynchronous activities require careful implementation. They are more complicated than simple activities and spot checks. They consume more time. They create dependency on peer participation—if some students fail to contribute, others cannot complete their work.
These activities should be used less frequently than individual activities and knowledge checks. When employed, clear expectations about participation timing and contribution requirements help ensure all learners can complete their work regardless of peer behaviour.
Principles for Making Meaning
Tying delivery modes together requires principles that create coherent learning experiences rather than disconnected activities.
Chunking content breaks material into manageable segments. Smaller chunks reduce cognitive overload and enable flexible pacing.
Following content with activity transforms passive consumption into active application. Knowledge without application rarely transfers to workplace performance.
Following activity with reflection consolidates learning. Reflection creates connections between new knowledge and existing understanding.
Wayfinding helps learners navigate course structures. Clear signposting prevents disorientation in complex online environments.
Optional pathways leading to common outcomes accommodate different learning preferences and prior knowledge while ensuring all learners achieve required competencies.
Breaking into sections with learning checks and wins maintains motivation. Regular progress indicators and small successes sustain engagement across extended programmes.
Constructivist learning recognises that students construct their own knowledge based on prior knowledge, guidance, and doing. Effective online design facilitates this construction rather than attempting direct knowledge transfer.
Experiential learning follows a cycle: seeking information, applying it to activities, reflecting on outcomes, and teaching others. Online environments can support each phase when deliberately designed. David Kolb’s experiential learning model provides a foundational framework for understanding this cycle.
Bloom’s Revised Taxonomy provides a framework for aligning modes with cognitive levels. Theory and quizzes address foundational knowledge. Guided research develops comprehension. Activities enable application. Collaborative discussion supports analysis. Reflection builds evaluation capacity. Assessment demonstrates synthesis across levels.
Planning Content Around Assessment
Content and activity serve different functions in learning design. Understanding this distinction enables more effective course construction.
Content provides students with information they need to learn. Content within courses is typically passive—if not supported by activity, students are not required to engage with it actively. Reading, watching, and listening do not guarantee learning.
Activities involve doing things and serve both learning and assessment purposes. Activities drive constructivism, experiential learning, and collaborative learning. They force students to gain knowledge and apply it immediately, improving retention and developing understanding.
As George Leonard observed, “Lecturing is the best way to get information from the teacher’s notebook to the student’s notebook without touching the student’s mind.” Online delivery risks replicating this problem through passive content that learners scroll through without genuine engagement.
Curating Content
Content has a shelf life. Some material remains current; much does not. Rather than developing extensive content from scratch, consider curation.
Curation takes existing content and places it into context for learner review. Coupling curation with activities guides students to build their own knowledge, evaluate content quality, and potentially develop their own materials.
Resources like OER Commons provide access to open educational resources that can be curated and contextualised for specific learning purposes. Creative Commons licensing enables legal sharing and adaptation of educational materials.
However, not all content is freely available or equally reliable. Content from appropriate sources requires proper referencing. Proprietary content cannot simply be used for education—vendors develop such content for sale, requiring purchase for legitimate use.
Chunking content into themes enables easy replacement before redelivery. When specific content becomes outdated, modular structures allow targeted updates without wholesale course revision.
Accessibility
Online content must be accessible. The Web Content Accessibility Guidelines (WCAG) provide standards for accessible digital content:
- Perceivable content includes audio and text alternatives
- Operable content works with keyboards, offers multiple navigation methods, and maintains consistency
- Understandable content includes error identification and prevention
- Robust content works across applications and devices, including mobile phones
The Australian Government’s Digital Service Standard provides additional guidance on accessibility requirements for Australian contexts.
Timing Content and Assessment
Design must account for timing relationships between content, activities, and assessment.
Content should be presented before related assessment, not after. Time between assessments should allow feedback that students can apply to subsequent work. Activities before assessment require sufficient time for feedback application.
Assessments completed outside class often take longer than anticipated, particularly when collaboration is involved. Synchronous sessions need time allocated for questions and task clarification. Students need opportunities to clarify assessment requirements before due dates.
Learning should lead to assessment preparation. Content should be useful for assessment. Activities should build toward assessment requirements. Appropriate time between assessments enables meaningful feedback cycles.
The Importance of Feedback and Support
Inducting Students Early
Technical support responsibilities require clear definition. Students need to know who assists with technical issues related to assessment.
Support materials reduce support burden while improving learner experience. Videos, cheat sheets, regular support sessions, and FAQs addressing common technology questions enable self-service problem resolution. Assessments with submission guidance prevent technical difficulties from obscuring competency demonstration.
Clear communication about trainer availability sets appropriate expectations. Students need to know when and how they can access support.
Evaluating Digital Literacy
Digital literacy skills are required for participation in any course using digital learning. However, students can acquire many basic skills through integration into course management—using email for communication, shared calendars for milestone reminders, and learning applications during supported sessions to build confidence.
Effective online participation includes connecting with peers in communities that share, build, and sustain meaningful content. Healthy online communities require knowledge of content creation, publishing, and linking, along with security understanding to protect content, identity, and systems.
Traditional reading requires knowledge of text and print concepts. Online reading requires understanding of web mechanics including searching, navigating, synthesising, and evaluating. Writing online enables content creation across genres including text, images, video, audio, slideshows, and multimedia combinations.
The Australian Core Skills Framework (ACSF) provides guidance on assessing foundation skills including digital literacy within Australian VET contexts.
Critical questions for trainers include: What digital literacy level does a learner require for effective participation? What testing determines learner capability? What happens when learners lack required capability? How does the organisation ensure appropriate support? How does support for online learners compare to on-campus equivalents?
Self-assessment may prove insufficient for evaluating digital literacy. Students with low digital literacy may not recognise their limitations. Generic organisational questions may miss course-specific requirements. Testing skills rather than asking about them provides more reliable evaluation.
Providing Spaces for Questions
Every course platform should include forums for questions and discussion. Discussion forums serve this purpose well, though chat applications like Microsoft Teams or Slack also provide effective platforms.
These spaces require early setup with clear visibility. Encouraging subscription ensures the community can help each other rather than leaving all responses to trainers. Communicating when trainers check forums sets realistic expectations—and commitments should be sustainable.
Planning Feedback
Multiple feedback types support student learning:
- Immediate automated feedback after minor activities provides instant reinforcement
- Detailed written feedback on assessments guides improvement
- Live feedback during discussions and activities enables real-time adjustment
- Peer feedback on ideas and tasks during collaborative activities develops evaluation skills
Video feedback tools like Loom enable trainers to provide personalised screencast feedback that walks learners through their work, combining visual demonstration with verbal explanation.
Feedback timing varies by purpose. Feedback between summative assessments enables improvement. Feedback after formative assessments guides ongoing learning. Feedback during discussions and activities supports immediate application.
Feedback may address evidence submission processes, not just evidence content. Providing opportunities for submission guidance before formal assessment reduces preventable problems.
Conclusion: Bringing It All Together
Delivering VET online effectively requires careful planning across four key areas: planning for fully online delivery, structuring self-paced with synchronous learning to make meaning, planning content around solid assessment practices, and providing appropriate feedback and support.
The fundamental principle remains constant: when moving online, the goal is duplicating outcomes, not processes. Face-to-face methods translated directly to online environments rarely succeed. Different processes designed for online contexts can achieve equivalent outcomes when planned intentionally.
Blended learning offers genuine advantages for adult learners—flexibility, control, collaboration, and reflection opportunities that face-to-face delivery alone cannot match. Realising these advantages requires thoughtful design that respects both the possibilities and limitations of online environments.
With deliberate planning, appropriate tool selection, clear processes, and robust support structures, blended learning creates experiences that work for learners regardless of location. The effort invested in getting online delivery right pays dividends in learner outcomes and trainer sustainability.
