RESEARCH REPORT
Effective teaching practices and
student support services in
online VET
Sheila Hume
Tabatha Griffin
Upekha Andrahannadi
National Centre for Vocational Education Research
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About the research
Effective teaching practices and student support services in online VET
Sheila Hume, Tabatha Griffin and Upekha Andrahannadi, NCVER
The aim of this research was to identify the teaching practices and student support services that
facilitate the successful online delivery of vocational education and training (VET), including in blended
delivery.
To achieve this, the research examined the characteristics of teaching approaches and student support
services across eight qualifications delivered online, with these qualifications also representing diverse
student cohorts (including apprentices and trainees), industry types and Australian Qualifications
Framework (AQF) levels.
Using information collected from interviews with 37 registered training organisations (RTOs) who deliver
at least one of the eight case-study qualifications, it explored:
▪ how teaching practices and student support services vary across the diverse VET system (that is,
differing RTO type, student cohort, training type and industry) and across delivery mode (that is,
blended and fully online delivery, synchronous and asynchronous delivery)
▪ the elements of VET that are being delivered online, including for apprentices and trainees.
Key messages
When the RTO interviewees were asked to identify best practices in the online delivery of VET in the
case-study qualifications delivered by them, the majority of training providers named five features
common to all of them:
▪ simplicity, clarity and consistency
▪ development of varied and engaging learning material
▪ communication and engagement
▪ flexibility
▪ student support.
The Certificate II in Skills for Work and Vocational Pathways and the Certificate III in Electrotechnology
Electrician did not elicit these five themes, meaning that these two qualifications were notable
exceptions. These qualifications represent examples of foundation skills and traditional trades
qualifications, respectively. Opinions about the suitability of online training delivery, and the extent to
which it could be used, were mixed for these qualifications, which may be indicative of the applicability
of online delivery for foundation skills and trade qualifications more generally.
In terms of student support, best practice involved proactive provision, while being individualised,
flexible and responsive to students’ needs.
Simon Walker
Managing Director, NCVER
Acknowledgments
The authors would like to express their gratitude to all the trainers and assessors, training managers,
team leaders, education managers, and others who generously gave their time to be interviewed for this
research.
We would also like to thank the members of the Project Advisory Committee for their guidance and
feedback throughout the research process.
Effective teaching practices and student support services in online VET NCVER | 5
Contents
Tables and figures 6
Executive summary 7
Good training is good training, irrespective of the delivery mode 7
Divergent views on the suitability of online delivery, especially for some qualifications 9
VET and online training delivery 11
Context 11
This project 12
Good practice online VET 14
Simplicity, clarity, and consistency 14
Development of varied and engaging learning materials 16
Communication and engagement 16
Flexibility 19
Provision of student support 19
The development of online learning materials 21
How does online delivery vary across select qualifications? 27
Certificate II in Community Pharmacy 27
Certificate II in Skills for Work and Vocational Pathways 28
Certificate III in Fitness 31
Certificate III in Early Childhood Education and Care 33
Certificate III in Electrotechnology Electrician 35
Certificate IV in Real Estate Practice 38
Certificate IV in Training and Assessment 40
Diploma of Accounting 41
Student support for online VET students 44
Identifying when support is needed 44
Support strategies 46
Measuring student satisfaction with support interventions 50
Trainers’ skills gaps and overcoming them 52
Support for trainers 53
References 55
Appendix A – Methodology 57
Project approach 57
Who we spoke with 57
Interviews and data analysis 58
Challenges and limitations 58
Appendix B – Delivery of subjects associated with case-study qualifications 59
Effective teaching practices and student support services in online VET NCVER | 6
Tables and figures
Tables
1 Number of interviews for each qualification 13
2 Communication and engagement in live training vs self-paced study 17
3 Issues relating to the development of online learning materials 21
4 Certificate II in Community Pharmacy training characteristics 28
5 Certificate II in Skills for Work and Vocational Pathways training characteristics 29
6 Certificate III in Fitness training characteristics 32
7 Certificate III in Childhood Education and Care training characteristics 34
8 Delivery of the Certificate III in Electrotechnology Electrician and perceptions of the
suitability of online training delivery 37
9 Certificate IV in Real Estate Practice training characteristics 38
10 Certificate IV in Training and Assessment training characteristics 40
11 Diploma of Accounting training characteristics 42
12 Indicators of student support need 45
13 How support is provided by RTOs to students learning online 47
14 Timing of student surveys that gather feedback on support and other aspects of training
delivery 51
15 Experiences and satisfaction with online learning (%) 51
Figures
1 Five characteristics of good practice online delivery of VET 15
Effective teaching practices and student support services in online VET NCVER | 7
Executive summary
A dramatic shift to online delivery in the vocational education and training (VET) sector occurred in
response to the COVID-19 pandemic. The experience of this delivery mode created an opportunity for
many training providers to consider increasing their use of online delivery, including through blended
delivery (offering a blend of online and classroom and/or workplace-based training). Indeed, recent data
show that the use of online delivery (including in a blended mode) remains higher than it was pre-
pandemic. Now that restrictions have eased, it is timely to assess the teaching practices being used in
the online environment and their ongoing suitability for online learning. In addition, to facilitate student
completion and to deliver learning outcomes that meet the needs of both students and industry, online
students need to be supported by appropriate services and facilities.
Through a series of interviews with registered training organisations (RTOs), this research investigated
the teaching practices and student support services associated with training delivery that takes place
both wholly and/or partially online, and across the synchronous (live training) to asynchronous (self-
paced training) delivery spectrum.
Good training is good training, irrespective of the delivery mode
Good practice online and in-person training share many characteristics, but how they are implemented
may differ. Previous research has determined that no single best practice approach applies for online
delivery in VET, due to the diversity of training contexts, student cohorts, Australian Qualifications
Framework (AQF) levels, and varying industry requirements. For this research, in order to capture the
characteristics of online delivery across a diversity of training contexts, eight case-study qualifications
were examined: Certificate II in Community Pharmacy; Certificate II in Skills for Work and Vocational
Pathways; Certificate III in Fitness; Certificate III in Early Childhood Education and Care; Certificate III in
Electrotechnology Electrician; Certificate IV in Real Estate Practice; Certificate IV in Training and
Assessment; and Diploma of Accounting.
The RTOs interviewed in this research described many methods for delivering training online, spanning
combinations of fully online, blended, synchronous and asynchronous delivery modes. These were
tailored to the qualification requirements and the needs of the various student cohorts enrolled in the
courses. The variability in the use of online delivery highlights the need for training packages to be
flexible enough to enable innovative, but effective, online delivery.
Despite the variability in practice, there were five common elements in their approaches: simplicity,
clarity and consistency; development of varied and engaging learning material; communication and
engagement; flexibility; and proactive and personalised student support.
Simplicity, clarity, and consistency
In the online environment, especially when a course is self-paced, the opportunity for immediate two-
way communication between the student and trainer does not always arise. Thus, it is important that
learning tasks, assignments and course navigation are clear. Educators highlighted the importance of:
▪ user-friendly technology
▪ provision of relevant information to the student
▪ clear instructions
▪ materials that are task-oriented, clear and concise, intuitive and easy to navigate.
Effective teaching practices and student support services in online VET NCVER | 8
Development of varied and engaging learning material
The use of varied and interactive learning materials was considered important for promoting student
engagement. An array of learning materials was used by these RTOs, including written content, videos,
quizzes, spaces for collaboration (such as breakout rooms), images/diagrams, and practical tasks (such as
‘your turn’, where students take a break and practise what they have learnt).
Developing effective online materials is not easy, with several considerations and challenges being
described by interviewees. Five common considerations were:
▪ ensuring training package and/or legislative requirements are met, as well as the additional industry
expectations over and above those requirements
▪ recognising the different learning styles of students, and their differing language, literacy and
numeracy (LLN) levels
▪ being cognisant of the digital literacy of students, as well as their access to suitable technology
▪ contextualising learning materials, including through workplace simulation
▪ providing small ‘bites’ of learning (micro-learning).
While many of these considerations are also applicable to in-person learning, they often need to be
addressed differently in online delivery; for example, the requirement to develop materials specifically
for online delivery rather than simply shifting in-person materials online.
Communication and engagement
Strong communication and engagement strategies were adopted to combat learner isolation, which can
occur in online delivery. Methods of communication and engagement varied, depending on the delivery
mode, especially whether training was synchronous or asynchronous.
Communication and engagement strategies used in synchronous online training included: integrating
personal stories into training to build rapport; organising regular phone calls and/or video meetings;
building relationships through introductions, games and quizzes; and involving students in online sessions
by inviting them to provide answers to questions and ‘filling the gaps’ in slides.
Self-paced courses required different communication and engagement strategies and included:
introductory phone calls to build the trainer—student relationship; course information provided upfront;
information distributed through a variety of channels (such as through the learning management system
[LMS] and via email); and contact with the student if they are not engaging with the course.
Flexibility
The interviewees highlighted the different ways by which they ensure flexibility through online delivery,
reporting that flexibility is one of the main benefits to students who choose to study via this delivery
mode. Trainers described flexibility in:
▪ scheduling live training sessions to ensure they worked around students’ work schedules and/or
personal commitments
▪ shifting due dates in response to students’ needs
▪ responding to individual student needs, including providing in-person options (when possible) if
challenges arise.
Effective teaching practices and student support services in online VET NCVER | 9
Proactive and personalised student support
The ready availability and provision of student support can be a significant success factor for online VET
students and represents an important element of good online training delivery.
Identifying if, and when, a student needs additional support in the online environment can be difficult.
The trainers in this research highlighted several ways by which they identify students who may need
additional support, including: pre-enrolment/enrolment questionnaires; through the learning
management system (LMS); observations through live classes; communication between the trainer and
student; and contact with the employer. The LMS was a particularly important source of information for
trainers, enabling them to monitor student activity and progress.
Trainers identified two key elements of best practice student support for online students:
▪ individualised support that is flexible and responsive to the students’ individual needs
▪ proactive contact, by student-preferred means (such as email, or phone).
Trainers described a vast array of ways through which student support is offered and provided to online
students. Who provided the support often varied according to the size of the training provider: larger
training providers generally had student support officers and/or student services to respond to and
delegate support enquiries, whereas student support in smaller training providers tended to be given by
the trainers, sometimes with ad hoc assistance also provided by administrative staff.
Divergent views on the suitability of online delivery, especially for some
qualifications
Similar to findings reported in the Australian Skills Quality Authority’s (ASQA’s) strategic review of online
delivery (ASQA 2023), this research encountered examples of the opposing views held by some RTOs on
whether some qualifications could, or should, be delivered online. Of the eight qualifications examined,
the suitability of two being delivered through online delivery was a point of contention.
Certificate II in Skills for Work and Vocational Pathways (and foundation skills more
generally)
Most of the interviewed training providers had strong views that online delivery was not suitable for
foundation skills training, although some conceded it could play a supporting role due to the digital skills
required in many jobs. The reasons for online training being considered unsuitable included: challenges in
building rapport with the (often disadvantaged) students; difficulties in monitoring ‘work ready’ tasks
(like wearing work clothes and shoes); inadequate digital literacy skills among students and/or a lack of
access to appropriate digital equipment; and trainers being unable to read body language easily.
One training provider did not share these views, however, and had recently launched an online self-
paced delivery model. To mitigate some of the challenges in delivering this qualification online, the
online course and materials were developed with the particular student cohort in mind, with educators
on hand to support students via video, and computers available on campus for student use. Despite some
reservations raised by the referring job service providers, the RTO had confidence in the model, since it
had successfully provided foundation skills support to remotely based apprentices and trainees.
Effective teaching practices and student support services in online VET NCVER | 10
Certificate III in Electrotechnology Electrician
Training providers displayed a broad spectrum of views on the suitability of online delivery for the
Certificate III in Electrotechnology. Although online delivery, including blended delivery, can never
replace the workshop and hands-on experience, some of the training providers interviewed delivered the
theoretical components of the course online, but on campus and with trainer support.
Two other training providers held opposing views. One believed that online delivery was not suitable for
hands-on trades under any circumstance, arguing that most of the learning should link theory to its
practical application. The other, who had implemented a fully online self-paced model for theory,
conducted practical training and assessment in the workplace. This provider reported that this flexibility
enabled the student and employer to determine mutually suitable times for training and this was viewed
as a benefit.
Effective teaching practices and student support services in online VET NCVER | 11
VET and online training delivery
Context
The COVID-19 pandemic required many training providers in the VET sector to transition from classroom-
based teaching to online delivery. In a recent ASQA—NCVER survey of almost 1500 RTOs, around three-
quarters of the RTOs reported transferring at least some training online (Hume & Griffin 2021, 2022a).
Although this sizeable move to online delivery was necessitated by a public health emergency, many
RTOs reported that they intend to deliver more training via blended delivery modes in the future.
Indeed, data show that VET delivered through blended delivery (that is, online in combination with
another delivery mode) has experienced sustained growth, from almost 23% of subject enrolments in
2019 to just over 29% in 2021 (Hume & Griffin 2022b).
ASQA’s strategic review of online learning in the VET sector highlighted that, as a consequence of the
rapid transition to online learning due to the pandemic, some providers lacked experience in online
and/or blended delivery modes. This resulted in them ‘operating in the market with immature risk
assessment and self-assurance systems in place to assure quality outcomes’ for those delivery modes
(ASQA 2023, p.3). According to the review, the risks related to training and assessment include:
▪ insufficient digital literacy skills of trainers and assessors
▪ training and assessment that it is not suitable and/or is not being delivered effectively online
▪ training and assessment not designed or adapted for online delivery
▪ online delivery not meeting the requirements of the training product
▪ insufficient checks and balances in place to assess a learner’s competency or verify the authenticity
of the learner (ASQA 2023, p.3).
While the review acknowledged that students appreciated the flexibility of blended delivery, it identified
several risks faced by students:
▪ not being prepared for, and supported to undertake, learning online
▪ insufficient consideration of the student’s literacy, language, numeracy and digital (LLND) skills
▪ not taking the student’s learning style into account
▪ not being equipped to meet the delivery mode’s technological requirements for participation
▪ students not being informed of, or adequately understanding, the mode of delivery being offered
(ASQA 2023).
With many of the restrictions applied during the pandemic having now eased, a more considered
approach to online delivery can be taken to ensure that online training is of high quality and the risks
identified above minimised.
In addition to good delivery, another important success factor for VET students is the availability and
provision of student support. It is therefore timely to investigate how online delivery and student support
for online students can work effectively in VET.
Effective teaching practices and student support services in online VET NCVER | 12
Research on the use of online delivery is not new. A list of publications that examine online training in
both VET and higher education is presented in the support document to this publication. Key findings and
other points of interest related to both teaching practices and student support in the online environment
are summarised. The list, which is based on an extensive, although not exhaustive, literature search
conducted in mid-2022, illustrates the diverse ways in which online delivery is being used in the post-
school education sectors.
Despite the abundance of previous research, questions remain about the suitability of online delivery in
VET, especially given its practical nature and the diversity in training contexts, student cohorts, AQF
levels and industries. Thus, this research contributes to the knowledge base on effective teaching
practices and student support services in online delivery, while taking into consideration the highly
diverse nature of VET.
This project
This research aimed to identify the teaching practices and student support services that facilitate the
successful online delivery of VET, including in blended delivery.
1
To achieve this, the research examined
the characteristics of teaching approaches and student support services across a selection of
qualifications delivered online. It explored:
▪ how these approaches and support services vary across the diverse VET system (that is, according to
RTO type, student cohort, training type, and industry) and delivery mode (that is, blended and fully
online delivery, synchronous and asynchronous delivery).
▪ the elements of VET that are being delivered online, including for apprentices and trainees.
Data were collected from interviews with a total of 37 RTOs who deliver at least one of the eight case-
study qualifications utilised in this research (table 1). Interviews were held with VET educators, training
managers and support staff. The case-study qualifications were selected in consultation with the project
sponsor and Project Advisory Committee (PAC) and were chosen according to:
▪ qualifications with relatively high numbers of enrolments and a reasonably even split between online
and classroom-based delivery (although this was not necessarily true for qualifications delivered via
apprenticeships and/or traineeships)
▪ a spread of qualification levels and fields of education/industry areas
▪ for apprenticeships and traineeships, inclusion of trade and non-trade qualifications.
The qualifications selected represented a diversity of student cohorts (including apprentices and
trainees), a range of industry types and a cross-section of AQF levels.
The interviews investigated the teaching practices and student support services associated with training
delivery that takes place both wholly and/or partially online, and across the synchronous (live training or
assessment) to asynchronous (self-paced training) delivery spectrum. During the interviews, the RTOs
described online teaching practices and student support services relevant to their qualifications on scope
1
‘Online delivery’ is a catch-all term that can encompass many different modalities of training delivery, which include an
element of being delivered online (via the internet). In this report, online training delivery has been used as an umbrella
term to describe training that may be delivered wholly or partially online (such as in blended delivery).
Effective teaching practices and student support services in online VET NCVER | 13
and student cohort(s). It is acknowledged that the experiences of the interviewees may be different for
other RTOs and that the findings are not necessarily representative of all VET providers.
More detail on the research methodology is provided in appendix A.
Table 1 Number of interviews for each qualification
Qualification
Number of RTOs
Certificate II in Community Pharmacy
3
Certificate II in Skills for Work and Vocational Pathways
6
Certificate III in Fitness
5
Certificate III in Early Childhood Education and Care
5
Certificate III in Electrotechnology Electrician
5
Certificate IV in Real Estate Practice
3
Certificate IV in Training and Assessment
3
Diploma of Accounting
4
Other
3
Total
37
Notes: ‘Other’ includes interviews conducted with individuals who did not deliver any of the case-study
qualifications but were able to contribute to the knowledge base on teaching practices and student
support for online delivery of VET.
Report structure
Based on the information that emerged from the interviews, this report presents:
▪ good practice online VET: five themes
▪ the development of online learning materials: challenges and considerations
▪ how online delivery varies across the eight case-study qualifications
▪ student support for online VET students
▪ trainer skills gaps and overcoming them.
Effective teaching practices and student support services in online VET NCVER | 14
Good practice online VET
Online learning is experienced differently from in-person study (ASQA 2023). Students studying online can
face specific challenges, such as screen fatigue and poorer levels of engagement (Ernst & Young 2021),
meaning that additional factors need to be considered in the development and use of online training
resources.
As the VET sector is highly diverse in nature, encompassing different training contexts, student cohorts,
AQF levels and industries, there is no single best practice approach to online training delivery in VET (Cox
2022). In this research, the RTOs were asked to identify approaches they considered constituted the best
practices in the online delivery of VET for the specific case-study qualifications delivered by them.
Despite the variability in practice, there were five common elements in their approaches (figure 1).
These themes are categorised loosely into:
▪ simplicity, clarity and consistency
▪ development of varied and engaging learning material
▪ communication and engagement
▪ flexibility
▪ student support.
Notably, the Certificate II in Skills for Work and Vocational Pathways and the Certificate III in
Electrotechnology Electrician, which represent examples of foundation skills and traditional trades
qualifications respectively, were exceptions, in that these five common themes were not identified.
Opinion on the suitability of online training delivery, and the extent to which it could be used, were
mixed for these qualifications, which may be indicative of the suitability of online delivery for foundation
skills and trade qualifications more generally. This is discussed in more detail in the individual
qualification sections.
Simplicity, clarity, and consistency
Simplicity, clarity and consistency were the overarching characteristics of good practice in every aspect
of online delivery, including in the development of learning materials and in communication and
engagement. Educators highlighted the importance of the following:
▪ user-friendly technology, including easy access to course materials; for example, limiting the number
of clicks required to access unit information and learning materials
▪ pop-ups to prevent the student from losing their place in the learning management system
▪ the provision of information relevant to the student, explaining the purpose of the unit and learning
materials and why they need to know this information
▪ clear instructions.
In the online environment, particularly in the self-paced model, the opportunity for the immediate two-
way flow of communication between students and the educator that would occur in an in-person learning
environment is not always available. This means that explaining learning tasks and/or assignments in a
clear and simple manner is especially important in online delivery.
Effective teaching practices and student support services in online VET NCVER | 15
Figure 1 Five characteristics of good practice online delivery of VET
Interviewees explained that materials should be developed to match the student cohort (and their
literacy level) and be easy for students to navigate. Interviewees described materials that were:
▪ task-oriented
I think you’ve got to really focus on task orientated in a certain way and be very clear and specific,
especially when you don’t have a trainer to clarify information like if you’re delivering face to face.
(Certificate II in Skills for Work and Vocational Pathways, medium training provider)
▪ clear and concise
Clear instructions, where to go, what to access. Everything needs to be explained and clear. They
need that map and how to get through.
(Certificate III in Information Technology, large training provider)
When developing online materials for cert I and II they need to be explicit, and they’ve got to be very
concise. (Certificate II in Skills for Work and Vocational Pathways, large training provider)
▪ intuitive and easy to navigate
I think a system that’s quite intuitive and easy to use, broken down a little bit … questions are spaced
out so that, you know, it’s not all overwhelming. On one page there are steps and that they can go
through that timeline or that process of ‘OK, I’ve done that, let’s hit next’.
(Certificate III in Early Childhood Education and Care, large training provider)
User-friendly
technology
Relevant information
Clear instructions
Task-oriented
materials
Clear and concise
materials
Intuitive and easy to
navigate
Clear communication
and engagement
through various
channels
Early engagement
Simple, reliable, and
user-friendly LMS
Simplicity, clarity
and consistency
Development of
varied and
engaging
learning material
Communication
and engagement
Flexibility
Student support
Good practice in online VET
Mix of learning materials
Meeting training package
and/or legislative
requirements, as well as
additional industry
expectations
Recognising different
learning styles of
students, including LLN
levels
Understanding the digital
literacy of students, and
their access to
technology
Contextualising learning
materials, including
through workplace
simulation
Self-paced
engagement
Flexible scheduling of
live sessions
Flexible structure
Flexible approach of
trainers – personal
touch
Proactive support
Educating students on
how/when/where to get
support
Ongoing support
Identifying and
responding to
additional support
needs
One-on-one support
Effective teaching practices and student support services in online VET NCVER | 16
Development of varied and engaging learning materials
Promoting student engagement and learning in online vocational education and training and higher
education, as well as MOOCs,
2
through engaging and interactive materials has been emphasised
throughout the literature (Cox 2022; Paton, Scanlan & Fluck 2018; Colasante & Hall-van den Elsen 2017;
see the support document for additional publications). Echoing the literature, the training providers in
this current study highlighted the importance of providing students with a mix of interactive and
engaging learning materials.
The interviewed training providers used a variety of learning materials, such as:
▪ written content
▪ videos (including watching videos and students uploading videos)
▪ YouTube content
▪ quizzes
▪ spaces for collaboration, such as breakout rooms
▪ images and diagrams
▪ practical tasks, such as ‘your turn’, whereby students take a break and practise what they have
learnt.
As well as presenting engaging learning materials, training providers also explained the importance of
linking students to external information sources; this assists in promoting lifelong learning, while
highlighting places where students can access information after completing their qualification.
The initiatives identified above were common among training providers, irrespective of the specific
qualifications they teach, including in terms of AQF level and industry type. They were also common
across the different modes of online delivery (100% online or blended) and for synchronous/asynchronous
delivery modes.
The rationale for using a variety of training materials included keeping students engaged and exceeding
what a student could access from a textbook or learning guide. And, to put it simply, it was about ‘not
killing them [with] death by PowerPoint’ (Certificate IV in Training and Assessment, medium training
provider) and ‘mak[ing] sure it is not just a mountain of reading’ (Certificate III in Early Childhood
Education and Care, medium training provider).
The following chapter contains a fuller consideration of the development of online training materials.
Communication and engagement
Clear communication and student engagement (such as building student rapport and communication lines
between the teacher and student) are significant prerequisites for successful online delivery. As
emphasised in ASQA’s strategic review (2023), online learning has the potential to create learner
isolation and ‘can further isolate those already isolated by distance, socio-economic circumstances and
other equitable barriers’ (p.11). Further, the students themselves hold the view that connecting and
engaging with the trainers and peers is much easier in person (Ernst & Young 2021). The interviews with
the educators in this research highlighted that learning occurs not only through the passive delivery of
2
Massive Open Online Courses (MOOCs).
Effective teaching practices and student support services in online VET NCVER | 17
content, with many of them describing examples of how they communicate and engage with students.
That said, some indicated that they believed they could do better in this area. The methods of
communication and engagement varied depending on the mode of online delivery (that is, synchronous or
asynchronous), as shown in table 2.
Table 2 Communication and engagement in live training vs self-paced study
Training that included live training sessions
(synchronous)
Self-paced study (asynchronous)
Educators integrating personal experiences into training
through storytelling
Information provided upfront
Regular phone contact/Zoom meetings
Distributing information through different channels, such as
emails, announcements in the LMS, discussion board in
the LMS
Rapport-building activities through introductions, games,
quizzes etc.
Contacting the student if they are inactive/not engaging
with the learning materials
Encourage interaction by asking questions
‘Fill in the gaps’: leaving blank spaces in PowerPoint
presentations and ‘fill in the gaps’ with student input
Introductory phone call to build student–trainer relationship
Reflecting on their own practice, one training provider was critical of the distribution of time between
marking and student engagement, emphasising that educators spend approximately 70% of their time on
marking and 30% on student engagement. As best practice, they believed this should be split 50–50.
Trainers also need to spend [time] on re-engagement more as compared to marking. If they are
marking all the time, they don’t have time to re-engage. Students again feel in isolation.
(Diploma of Accounting, large training provider)
This heavy weighting towards marking and administrative tasks in an online VET educator’s workload has
been described previously by Cox and Prestridge (2020), in which surveyed online educators reported that
their administration workload prevented them from focusing on tasks perceived as beneficial for student
learning.
Additionally, in the Certificate III in Fitness, there was acknowledgement of the challenges associated
with creating an online community in this field, and the belief that fitness, as an industry, is highly social
and built around in-person interactions. Although attempts are made to develop a community, for
example, through social media groups and chat groups, the dichotomy between increasing student
demand for online training and some VET educators being not entirely comfortable in the online
environment makes this challenging. These educators acknowledge that for them, building relationships
with students is more difficult online, and that in an in-person environment they know their students on a
first-name basis.
Although this research did not specifically examine educator workload and student-to-educator ratios in
the online environment, these issues did come to the fore during a number of interviews. Some educators
from small-to-medium training providers highlighted that low student-to-educator ratios enabled them to
foster strong connections with their students. This is simply not possible in some large training providers
due to the high number of students enrolled.
Encouraging student engagement and motivation
Student engagement and motivation in online students (that is, maintaining student interest in course
materials and content) was one of the main challenges faced by training providers, and addressing this
issue has been identified as a skills gap among some VET educators. Students have also raised similar
concerns as ‘working “alone” can be an isolating experience’, where engaging and interacting online can
feel ‘much more difficult and less organic’ (Ernst & Young 2021, p.19). These challenges can result in
Effective teaching practices and student support services in online VET NCVER | 18
students finding it hard to stay motivated, especially if the course is largely self-paced (Ernst & Young
2021). According to students, engaging content and novel styles of online learning, as well as engagement
with teachers and peers, are key to improving student engagement with the course (Ernst & Young 2021).
Educators used a range of tools to encourage student engagement and motivation, such as a variety of
learning activities; student contact; early engagement; and structured learning (study plans).
Some of the learning activities used by training providers included:
▪ online quizzes and polls
▪ break-out rooms
▪ electronic whiteboards
▪ use of the chat function, either during live sessions or in an LMS forum
▪ tasks during live session (such as, seeking specific information from a website).
Reaching out to students through various communication channels (such as email, text message and
phone) to follow up inactive students and prompt attendance was also mentioned. SMS reminders were
being used by some training providers, while others were planning to implement this.
Early engagement was also recognised as a tool to encourage student engagement and motivation, given
that early communication about course expectations can help students to gain an understanding of
learning aims, clarity around course content and the relevance of the unit (Brown et al. 2022).
To promote early engagement, one training provider delivering the Certificate III in Fitness uses a
strategy that extends over the first four weeks of the students’ learning journey. Although this
qualification is largely self-paced, this training provider holds a live induction session for newly enrolled
students, in which they discuss the course and the students’ motivation for enrolment. Students are also
booked into an upcoming live workshop, and for the first four weeks the student attends weekly
workshops, after which they are encouraged to attend at least monthly.
Also mentioned was ‘self-paced structured learning’, whereby study plans are developed for students.
This approach, which breaks down the qualification into weekly milestones, provides structure to self-
paced learning:
For every unit I’ve developed a weekly study plan. And I make it available through every unit within
the learning management system … So, what I do is I break down the full unit into topics, [a] number
of topics. Say for instance if it’s [the] financial performance unit, five topics, and we say these five
topics can be covered in five weeks. So, you allocate one week to each topic. Don’t overwhelm
yourself. Go one topic a week, and then if you complete this topic, you should be able to complete
assessments. (Diploma of Accounting, small training provider)
The tools to capture, communicate with, and motivate a student are different and complex in the online
environment (for example, text message, phone and email). One educator mentioned that they wished
they could sit next to an online student and encourage them with their study:
I said I would love to sit by someone on their couch to say, ‘OK, now it’s time to study’. Like you
would get in a classroom and that is a hurdle in online where, you know, we just have the tools. We
have text, phone and e-mail to kind of capture that student, which is hard to do.
(Certificate III in Fitness, small training provider)
Effective teaching practices and student support services in online VET NCVER | 19
Phone calls were highlighted as an effective medium for connecting with students, although this was
reliant on the student answering the phone. Another training provider was planning to implement text
message communication as a means of connecting with their students (a function available through their
LMS).
Although it was not a specific focus of this project, the challenge of engaging and motivating students in
regional and remote locations, where issues are often amplified by a lack of local infrastructure
(including unreliable internet access) and being isolated geographically, is worthy of mention here.
Providing offline accessibility to address internet issues and conducting one-on-one live sessions with
regional/remote students are a few ways in which RTOs addressed these challenges.
Flexibility
Flexibility is one of the main drivers for students enrolling in online learning (Stone et al. 2019), an issue
reflected in many of the discussions with online educators. These training providers perceived flexibility
as an element associated with best practice online training delivery. The meaning of flexibility in the
training delivery context varied among these educators, however, and tended to reflect their training
delivery context (that is, self-paced or live sessions):
▪ students able to engage with content at a time that suits them, at their own pace
▪ flexibility in the scheduling of live sessions, working around the student’s work schedule and/or
personal commitments
▪ flexible structure; that is, guidance on due dates, but being able to shift them in response to
students’ needs
▪ trainers’ flexible approach in responding to students’ needs, including providing in-person options in
challenging situations (where possible).
Several of these elements demonstrate how trainers place importance on knowing the student cohort and
being conscious of their work and personal commitments.
These findings are in line with a shift in what students deem important when selecting a course, as
identified by Ernst and Young (2021). Prior to the pandemic, students were more concerned about cost
and location when choosing a course. However, ‘the pandemic has prompted students to reassess these
considerations to some extent’, and students have identified flexibility, ability to opt for the ideal study
mode and access to student support as the ‘new normal considerations’ driving their choice (p.15).
Provision of student support
Providing student support was intertwined with best practice online teaching. The interviewed educators
were not waiting for students to reach out for support, but rather were proactive in identifying and
responding to signs that the student may require additional support. The provision of support for these
training providers included:
▪ maintaining regular phone contact with students to ‘check in’
▪ communicating the availability of support through different communication channels (that is, if the
student doesn’t answer the phone, send them an email etc.)
▪ ensuring ongoing trainer support for students, no ‘set and forget’
▪ offering one-on-one support sessions via phone and/or Zoom sessions.
Effective teaching practices and student support services in online VET NCVER | 20
There was also an awareness among some of the need to avoid overwhelming the student with
information relating to support. The ideal approach was perceived as a fine balance between the student
having access to all necessary learning materials and having more than one way to ask a question, while
not ‘bombarding them’ with communication that could potentially have the opposite effect on them
seeking support.
Making it clear from the get-go they know how to get support, if they’re in the LMS and struggling
they can just click a button to book an appointment … We want to make sure they know support is
there without bombarding them with emails and them thinking it’s more work than it needs to be
based on the amount of emails they are getting from us.
(Certificate III in Fitness, large training provider)
Other strategies for student support will be discussed in detail in the chapter ‘Student support for online
VET students’ in this report.
Effective teaching practices and student support services in online VET NCVER | 21
The development of online learning
materials
In addition to keeping students engaged (as discussed in previous section), other common issues and
considerations emerged relating to the development of learning materials for online delivery (table 3),
including some that aim to overcome challenges faced by teachers and students in online training. A
number of these issues are relevant to all types of delivery modes, while others are more specific to
online delivery. The most mentioned considerations are discussed in more detail below.
Table 3 Issues relating to the development of online learning materials
Most mentioned
Others
Training package requirements/legislative requirements
Designed specifically for online delivery
Recognising different learning styles and abilities
Consistency between learning materials and assessment
Digital literacy and access to technology
Ease of updating learning materials
Contextualised learning materials, workplace simulation
Feels individualised to the student
Small bites and micro-learning
Providing opportunity for communication and interaction
Self-marking opportunities
Training package requirements and/or legislative requirements (and suitability of
online delivery)
Some trainers explained that above all else, training package requirements and/or legislative
requirements are foremost in the development of learning materials. For online delivery, this sometimes
brings additional challenges in determining how these requirements can be met in the online
environment. As one interviewee explained:
Yeah, and it does make it hard in those areas like my own areas, the aged care, the disability, the
community services. It takes a lot of adjustment from a trainer’s perspective to realise that you can
actually deliver these things online. Because a lot of people would think you gotta be in the same
room or you gotta be able to tap someone on the shoulder if they’re feeling sad or, you know, those
kinds of things. And it’s a totally different way of delivering so that, yeah, that makes it hard. The
new, the latest versions of the training packages that are coming out are not considerate of online.
(Certificate IV in Training and Assessment, large training provider)
Some trainers explained that there are doubts about how suitable online delivery is for some topics:
And especially people in those areas like aging and disability, and they wonder how’s the student
really going to be a good worker, working with people when they’ve not had that actual contact with
them until they do their placement at the end of the course. Of course, they haven’t really had that
experience. We now know when you did it face to face, you’d probably have a day of practical, you
know, let’s bring some wheelchairs in, let’s practise using them, let’s practise helping someone to
eat, let’s talk about setups of bedrooms and you could do all those things which you can’t do very
well in the online world. So, I’m not sure that all courses are suitable for online is what I guess I’m
saying.
(Certificate IV in Training and Assessment, large training provider)
Effective teaching practices and student support services in online VET NCVER | 22
We’re doing cert IV in mental health and at the trainers’ request — we’ve got a couple of different
trainers on that course — they believe it should be face-to-face. Especially when they’re dealing with
suicide and crisis situations and you’re trying to educate people on that; you and I could read as much
as we like and answer the questions, but do you really understand the situation? I think it brings
reality, face-to-face. I’m a big believer in face-to-face.
(Certificate II in Skills for Work and Vocational Pathways, medium training provider)
Similar findings were found in Hume and Griffin (2022a), where trainers reported that it was problematic
(and sometimes inappropriate) to deliver sensitive topics, such as family and domestic violence, in an
online environment, where it is more difficult to provide a duty of care to ensure students are ok.
Students can also face challenges in fulfilling the practical components of a qualification when
completing that qualification online. Several examples of this were provided in relation to the Certificate
III in Fitness, whereby students may be unable to find a local gym in which to practise and/or prepare for
assessments, and in other qualifications where students have problems finding partners/volunteers with
whom to conduct role-playing to film for assessment. As one interviewee explained:
Audio-video assessment, that’s the most common issue. They are struggling because they can’t find a
participant … other participants are not comfortable in recording their faces, recording their voice,
and then they always come and ask us how we can help them. Sometimes for few students, yes, we
help, but not for all the ones, they have to find their own participant. They have to do something,
they have to actually reach out into their network. That’s how they build their network. But that’s
another area where they really struggle. (Diploma of Accounting, large training provider)
Some training providers suggested these complexities could be overcome by strategies such as assigning
trainers to facilitate role plays and encouraging the students to explore innovative ways of finding
volunteers (via Zoom, for example). Training providers also suggested that students can visit a city
campus, if possible, to complete their assessments.
It can be especially difficult for RTOs when training package or legislative requirements change, meaning
that training materials need updating, an exercise that can necessitate significant resourcing:
We’ve just had major changes to legislation in New South Wales, [and there] have just been major
changes in Queensland. So, you know, we’ve had some long discussions about how we change our
materials, the regulations in New South Wales just got updated. And you know, to change that in the
materials and all of the agency agreements, it’s firstly a trainer nightmare and that then becomes an
admin person’s nightmare and then our dedicated person to put everything online.
(Certificate IV in Real Estate Practice, large training provider)
As we go into the new industry cluster model, wherever that lands, there is debate about being able
to update qualifications around skills and knowledge more regularly. But the cost of building that is
enormous and the capability to build it in my view … (‘other’ interviewee)
Changes to training package requirements not only have an impact on learning materials but may also
have implications for whether some providers can continue delivering online as they have done
previously. As one interviewee described:
So early childhood education and education support are the two areas that are currently in transition
and that transition ends January next year. The new course talks about needing to have someone
from the RTO actually go out into the workplace.
(Certificate III in Early Childhood Education and Care, large training provider)
Effective teaching practices and student support services in online VET NCVER | 23
This RTO currently uses qualified workers in the workplace to witness students’ competency; the student
also sends videos to the RTO of themselves completing required tasks. But this will no longer be
acceptable in the updated training package:
For an online provider who’s national, we’re really having trouble getting our head around that. I
mean, our office is in Brisbane, how do we get someone to assess someone in, you know, Darwin, for
example? The cost would just be too great and one of the things that … my organisation really values
is giving everyone the opportunity to study so we keep our price level quite low.
(Certificate III in Early Childhood Education and Care, large training provider)
Industry expectations that go beyond the training package requirements are another challenge faced by
training providers in the development of online learning materials, with some being very difficult to meet
in the online training environment:
Our reputation with our local providers is that how well trained our students are, they’ve got that
background, with a lot of practical mixed in with it. So, it’s not just theory, they’re doing practical in
their theory, like they can do blood pressure, urine analysis, they can take someone’s blood glucose,
sugar level. You can’t do that in online education. You can’t teach them. And they’re basic skills
[that] they want a Cert III to be able to do when they arrive in the workplace, even though it’s not
written in the training package. [It’s] the workplace industry expectation.
(Certificate II in Skills for Work and Vocational Pathways, medium training provider)
A further challenge is to ensure there are no mismatches between course materials and assessment tasks.
This can occur (especially when continuous updating is required) when learning materials and assessment
tasks are being developed by different groups, often independently of each other.
Some of the challenges described above, especially those relating to the suitability of online delivery for
some topics, are unlikely to be easily overcome. Where online delivery is possible, this should be taken
into account in the training package requirements. Likewise, where face-to-face training is necessary,
this should also be clear in the requirements.
Recognising different learning styles and abilities
Recognising that students have different learning styles and preferences — such as visual, auditory,
reading/writing, as well as physical activity — is an important consideration in the development of
teaching materials, irrespective of the delivery mode. Providing a mix of learning materials (as described
in the previous chapter) is one way by which interviewees in this research catered to these different
learning styles.
And I think probably something that appeals to a range of learning styles. So you’ve got people that
are visual, some auditory. So just having the colours, the sounds and just appealing to all learning
styles. (Certificate III in Early Childhood Education and Care, large training provider)
Consideration of student language, literacy and numeracy (LLN) levels was prioritised by many of the
interviewees. For example, one training provider who specialised in delivering training for mining,
resources and construction industries had designed their online materials and taught in a way that would
be understood by students at the bottom of the LLN range for that course:
You’ve got to be able to … deliver it to the lowest common denominator, and that means that the
person … with the lowest LLN limits on the level of course you’re delivering has to be able to
understand it. And if they can’t understand it, then there’s something wrong with the delivery design
or there’s something wrong with the materials.
(Certificate III in Electrotechnology Electrician, medium training provider)
Effective teaching practices and student support services in online VET NCVER | 24
Digital literacy and access to technology
Interviewees in this research indicated that, when developing online materials, they needed to be
especially cognisant of the digital literacy of their students.
Extra resources and/or supports are often provided to students to ensure they have the ability to
navigate the online training (discussed in more detail in the ‘Student supports’ chapter). Additionally, in
terms of developing training materials, one training provider reported that their materials are designed
for students who may have lower levels of digital literacy, although they do provide extra resources for
those at the higher end of the spectrum.
Access to adequate technology to enable participation in the training was also important. Lack of access
to the appropriate technology can increase the risk of a student being unable to meet training and
assessment requirements. For example, in areas where there are issues with poor and unreliable internet
connectivity, students may not be able to access videos or use the online tools that require high
bandwidth.
It’s got to be compatible with the resources that your students have access to. So, you know, a lot of
people don’t have high speed NBN to be able to play lots of videos. I’m in a rural area, I experience
regular, you know, internet outages, for example. When you’re developing online learning, you must
take into account the cohort that you’re delivering to and what they have available to them.
(Diploma of Accounting, large training provider)
Offline accessibility was one approach to help those with limited computer and/or internet access.
And we do also have that feature for our more remote learners. They can go in and download the
assessment and print it out themselves if they wish to … [If] they don’t have access to a computer,
you know, they could go to the library and get it printed. Or the workplace can print it and then
they’re able to still continue and progress with their studies and then upload it from there.
(Certificate III in Early Childhood Education and Care, large training provider)
The reliability of the LMS is also important.
The other thing I think I should mention is stability in the learning management system. So there’s a
number of products out there with lots of bells and whistles, but stability and functionality are
incredibly important when you’re delivering online … We had experience with one of those products
where, for example, every time they did an upgrade to the product, it would disconnect all of the
assessment submission folders from the units in the back end of the learning management system,
which triggered an assessment submission audit.
(Diploma of Accounting, large training provider)
Contextualised learning materials, workplace simulation
Contextualising learning materials, sometimes through workplace simulation, is an important part of VET.
Achieving this in the online learning environment may be different from training that occurs in
classrooms, workshops, or other training facilities. Contextualisation of materials in the online training
environment was discussed across the case-study qualifications. Examples of how materials were
contextualised, and workplaces simulated, varied among training providers and included:
▪ relating a maths concept to the trade being studied (Certificate II in Skills for Work and Vocational
Pathways, large training provider)
▪ filming at a childcare centre to present concepts in a real work environment (Certificate III in Early
Childhood Education and Care, large training provider)
Effective teaching practices and student support services in online VET NCVER | 25
▪ using a simulated childcare centre as part of their learning materials: this simulated centre provides
access to policies, procedures and other common workplace documents that a student would need as
part of their studies. This was particularly useful for students who were either new to industry and
not yet employed, or students who may have trouble accessing these documents from their own
workplace. This simulated childcare centre also provided scenarios, which again supported the
learning of students who were new to industry and not yet employed (Certificate III in Early Childhood
Education and Care, large training provider)
▪ authentic assessment tasks mimicking work scenarios and organisational hierarchy: assigning students
to a role (for example, accounts, admin) where they receive direction from a senior in completing
client-related tasks (Diploma of Accounting, large training provider)
▪ logical sequence of learning materials; for example, life cycle of tenant in property management
(Certificate IV in Real Estate Practice, large training provider); how you would tour a new client
through a gym (Certificate III in Fitness, small training provider)
In their research on the use of online learning through the COVID-19 pandemic, Ernst and Young (2021)
reported that ‘although there was some experience with simulations, students expressed that it simply
isn’t the same as doing something in person’ (p.19). Achieving success in simulating the workplace
experience is likely to depend heavily on the specific skills being developed (especially on how practical
they are or if specialised equipment is required).
A particularly relevant case study in this research was provided by the Certificate III in Electrotechnology
(discussed in more detail on page 35). For this qualification, usually delivered as an apprenticeship, the
interviewed providers reported that the theoretical material is delivered online through the LMS, either
accessed by the students remotely in their own time, or in the classroom with trainer support. The
practical components of the training, however, are not conducted online or via simulation, but in the
workplace.
Small ‘bites’ and micro-learning
The preference among some training providers to divide learning materials and assessment into short
sections accords with the notion of the flexibility more often sought by online students (Stone et al.
2019). As highlighted throughout the literature, micro-learning or short ‘bites’ of learning (Dymke 2022;
Mason & Carr 2021; Paton, Scanlan & Fluck 2018) was described by training providers as enabling students
to complete short learning or assessment tasks without having to commit to single, extended periods of
study. This approach may also help to avoid screen fatigue and improve student engagement with the
course. Some training providers achieved this by:
▪ breaking down the learning materials
Module of learning is 1—2 units of competency; in that module there will be chapters, those chapters
focus on major components of one or two of those units, then each of those chapters will have
multiple sessions. Aim is that each session shouldn’t exceed 30 minutes in length.
(Certificate III in Fitness, large training provider)
▪ providing assessment tasks throughout the unit
The ability to be able to go in and learn, I guess, a bite-size chunk of content, and then jump in and
do a particular part of the assessment because it’s structured in a way that they don’t have to do an
entire unit’s worth of work before they press submit. They do this bit, submit this bit … and then it
Effective teaching practices and student support services in online VET NCVER | 26
just falls straight into the marking queue. And we just mark it as it comes in. So, they don’t have to
have finished the whole unit before they submit.
(Certificate IV in Real Estate Practice, medium training provider)
▪ consistency and predictability in webinars in terms of how long is spent on a topic
Well let’s say that I’m doing a tax [webinar]. And the topic that I might be looking at is companies.
I’ll do an introduction, then I’ll do introduction to companies … So each one will be fairly sharp
15 minute sessions and broken down that way. And that also helps the students in terms of revision
because they might be stuck on a particular area of the assessment and by breaking it down into
those chunks, they know exactly where they need to go within the recordings to get the information
they want. (Diploma of Accounting, large training provider)
Effective teaching practices and student support services in online VET NCVER | 27
How does online delivery vary across
select qualifications?
The use of online delivery in eight case-study qualifications was investigated. By focusing on the more
specific findings emerging from the interviews for each of the qualifications, this chapter illustrates the
diversity of online delivery approaches both within and between the qualifications. Details are provided
on the delivery modes used, training and assessment practices, challenges experienced in the online
delivery of these qualifications, and responses to those challenges.
Certificate II in Community Pharmacy
This qualification was chosen as it has a reasonably even split of online, blended and in-person delivery
(table B1, appendix B), and equity group and traineeship representation. The Certificate II in Community
Pharmacy is delivered by fewer than 10 training providers across Australia, and the relatively lower
numbers of enrolments in this qualification was a limitation when compared with the other qualifications
selected for this research. With such a small sample to draw from, recruitment for participation in the
interviews was challenging, with fewer interviews conducted than anticipated. The interviews for this
qualification were with training providers of a similar size and type, yet delivery mode varied
significantly between providers (see table 4).
Two of the three RTOs interviewed for this qualification reported using some form of online delivery.
Both differed significantly in how online delivery was applied, however, explaining that this reflected
their student cohort. One of these RTOs, which delivers training through twice-weekly live webinars,
explained that a large component of their students were career changers (such as carers or retail staff
seeking a new career) and were not working in the industry. Although these classes were previously held
in person, online is now the only delivery mode offered by this RTO, as it is more easily accessible for
students who are juggling training with work. The other RTO delivers training through a blended model,
explaining that this approach suited their cohort of students, as many were balancing school, their
traineeship and work.
The third RTO, which reported having a high proportion of trainees, does not use online delivery at all,
although course materials are emailed to students. This interviewee explained that using an online LMS
has been discussed for some time, however, has not yet been implemented.
Concerns about plagiarism were raised by the two RTOs delivering training online, particularly regarding
students cutting and pasting answers from their workbooks without clear comprehension of their work
context.
Which, you know, look, some of the questions … yeah, ok, they would be cut and paste comments
because it asked you specific things and those things in the learner guide are giving you specific
answers. But it’s also about your comprehension and understanding of what these things mean to you
in community pharmacies. So there is a lot of plagiarism. (Small training provider)
While cutting and pasting information from workbooks into assessments may not be limited to online
delivery, these RTOs also spoke about authenticity of assessment (ensuring it is the student doing the
work). Situations where students with learning difficulties are getting assistance from family members
was highlighted as an example of the difficulties associated with ensuring authenticity and, in this case,
balancing it with reasonable adjustments for the student.
Effective teaching practices and student support services in online VET NCVER | 28
Table 4 Certificate II in Community Pharmacy training characteristics
Certificate II in Skills for Work and Vocational Pathways
The Certificate II in Skills for Work and Vocational Pathways is unique to this report in that it does not
feature an even split of online and face-to-face training, with most training being classroom-based (table
B2, appendix B). The inclusion of this qualification was guided by an interest in exploring a qualification
with a higher equity group representation, and an ongoing interest in the foundation skills case study
from an earlier NCVER report investigating online training delivery in response to COVID-19 (Hume &
Griffin 2022a).
Keep it in-person
Overwhelmingly, strong and passionate views were expressed about the importance of delivering this
training in person (table 5). These views were echoed across a variety of training providers, including a
private RTO, community college, and a TAFE (technical and further education) institute. The importance
of in-person delivery for this qualification was mainly related to:
Delivery modes
• A reasonably even split of online, blended and in-person delivery
• Training delivered wholly online through twice-weekly live webinars, plus work
experience (no trainees; predominantly fee-for-service)
• Blended delivery comprising self-paced LMS and workplace training (high proportion of
school-based trainees)
• No online delivery, although learning materials are emailed to students (high proportion
of trainees; approximately 80% of students are government-funded)
Training delivery and
assessment in the blended
models
• Workbook in LMS
• Learner guides, portfolio activities, workplace activities
• Journals: the practical skills they’re displaying when working inside a pharmacy
• Supervisor’s evidence report: whether the supervisor feels confident of student’s ability
to undertake practical activities
• Monthly scheduled appointment calls
• Verbal assessment over the phone: verbal assessment as direct evidence and
supervisor forms and journals as indirect evidence
Online synchronous delivery
• One unit per week (12 units delivered over 12 weeks); overall 22 virtual classrooms.
Sessions are recorded for students who cannot attend
• Work experience component at the end. Will perform in-store observations but do rely
heavily on workplace supervisors to be the eyes and ears on the ground
• Combine the non-assessable learner guide, assessment section, supervisor’s evidence
reports and follow up with observations and verbal assessments if necessary
Teaching practices
• Good practice online teaching and assessment:
o Flexibility
o Webinars and tutorials
o Inclusive and designed for a variety of cohorts such as students with
additional learning needs (for example, using different coloured paper for
dyslexic students; print learning materials if necessary to facilitate offline
access; introduce new technology such as Dictaphone app)
• Key considerations when developing online materials included offline accessibility and
having orientation sessions
• Address challenge of student engagement and motivation by setting deadlines for
students; system also changes tasks to read-only if student has not submitted by the
due date
Challenges and responses
• Student engagement and motivation: setting deadlines for students; system also
changes tasks to read-only if student has not submitted by the due date
• Difficulties in ensuring authenticity of assessments
• Multiple ways of assessing: supervisors’ evidence report, portfolio activities, workplace
activities, verbal assessments, observations etc.
Effective teaching practices and student support services in online VET NCVER | 29
▪ the challenge of building relationships and rapport online
We don’t do foundation skills online at all. We’ve always found working with disadvantaged
[students], that face-to-face contact and building relationships with the student is far more important
[and] you can’t have that same engagement online. (Medium training provider)
Definitely the relationship building, because of, I suppose, the content of the course … It helps with
building their confidence and that they can do things. Whereas in online, well, we have noticed that
it’s quite difficult to build a rapport to give them helpful advice. (Medium training provider)
▪ tasks like wearing shoes and dressing appropriately, which are harder to monitor online; this was
important for an RTO that focuses on job-readiness and preparatory tasks for job interviews
I suppose the units that we typically work for, job-readiness, so getting people ready to go to work,
and that can be quite difficult if you’re not looking at them face to face. Some of the stuff that we do
isn’t in the qualification. So, suppose, it’s just if you come into a class, we ask them to dress
correctly. We ask them to have shoes on as well so that because when they go for a job interview,
that’s how they have to go. (Medium training provider)
▪ inadequate digital literacy skills and/or access to appropriate technologies among this cohort of
students
▪ the importance of body language cues and gestures, and how these can be difficult to pick up in an
online environment
So, I guess when we’re in the classroom, we rely on a lot of gestures, a lot of interaction, and that’s
how they learn best because their language is limited, but also because sometimes the digital literacy
holds them back. Just access to technology or ability to use it. (Large training provider)
Table 5 Certificate II in Skills for Work and Vocational Pathways training characteristics
Delivery modes
• Predominantly, only face-to-face (classroom-based) delivery; use LMS in classroom
• A few offer the option of online delivery if unwell or for other genuine reasons for not
being able to attend the classroom
• One training provider (large training provider) has recently moved to an online self-
paced delivery model
Challenges to deliver online
• Building relationships and rapport online
• Digital literacy, digital poverty, and access to technology
• Language issues
• Difficulties in observing and evaluating students in an online environment due to the
nature of the tasks involved, for example, tasks like wearing shoes and dressing
appropriately are harder to monitor online
• Not being able to gauge body language cues from students
• Resistance from students
• Resistance from referring organisations (such as job service providers) due to digital
poverty, poor digital literacy skills and a perceived lack of motivation among their
clients (to complete this training in an online self-paced environment)
Responses to challenges
• Assisting students via Zoom or Teams
• Predominantly video-based learning materials to support students’ LLND needs
• 24/7 Access to computers on campus
• Online synchronous delivery
• Live one-to-one online sessions (via Zoom or Teams) to facilitate remote apprentices
and trainees
• Held out of hours to accommodate work schedule
Effective teaching practices and student support services in online VET NCVER | 30
As the details above indicate, it is evident that RTOs find it hard to replicate the more experiential
aspects of the qualification when delivered online. While the COVID-19 pandemic pushed these training
providers into the online delivery space, this option now tends to be reserved for those who are unwell or
have other genuine reasons for not being able to come into the classroom. One training provider also
reported that students struggle with this qualification online:
Every student has the option for online. No one has taken it up with us. And when they do say that
they’ll take it up, they don’t actually do anything and they end up coming back within a couple of
weeks. And, you know, [say] ‘I can’t do it at home’. (Medium training provider)
Except when …
An exception to the above arose, whereby one training provider described this qualification as having
recently moved to an online self-paced delivery model. The recency of this transition means they have so
far been unable to gauge the success or otherwise of the transition.
Educators have designed the online training materials to be accessible for the cohort of students typically
enrolled in this qualification; however, they have encountered resistance to this delivery mode from
referring organisations. Job service providers, for example, have voiced their reservations to these
educators about the suitability of this mode, citing issues relating to poor digital literacy skills, lack of
access to appropriate technology and a perceived lack of motivation among their clients (to complete
this training in an online self-paced environment). The training provider responded to these concerns by
highlighting that learning materials in the LMS are predominantly videos and reading is not required; that
educators are available to assist students via Zoom or Teams; and that computers are available for use
on-campus 24/7.
This educator reported that live, one-to-one online sessions (using Zoom or Teams) had been successfully
used to provide foundation skills support to remotely based apprentices and trainees. The delivery of
these sessions contrasts with the self-paced model introduced for the Certificate II in Skills for Work and
Vocational Pathways, as educators had worked with apprentices and trainees individually during one-to-
one synchronous sessions, and there was no self-paced content. These educators were flexible and
responsive to the needs of the students, with sessions often held out of hours to accommodate the work
schedule of apprentices and trainees. Although this model was generally viewed as a success, educators
still encountered challenges. These mainly relate to technological issues (such as poor internet
connection, which was usually overcome by transitioning to a phone call), not being able to gauge body
language cues from students, and student engagement and motivation.
There’s no ability to identify gaps in prior knowledge. So when you’re teaching face to face, it’s
really easy to see by body language who doesn’t understand the concept, even if they’re not willing
to ask for help. That’s something that you can pick up straight away. (Large training provider)
Although the other RTOs emphasised the unsuitability of online delivery for the Certificate II in Skills for
Work and Vocational Pathways, that does not exclude the use of technology in a classroom or to meet a
training need. In one RTO, students accessed an LMS to support their learning while in the classroom with
their educator present. Another educator recognised that many job-search related tasks are online and it
may be beneficial to use online/blended training delivery for these tasks.
Having said that, some of the job stuff these days is online job search. Sometimes you might have an
interview by Skype, or you’ve got to go watch online induction videos. So, I think there’s scope for it
… Maybe if you had one online day and did a hybrid model, it could be useful in the future as long as
the students are ready for that. So, you wouldn’t probably want to start that from day one.
(Large training provider)
Effective teaching practices and student support services in online VET NCVER | 31
This difference in opinion about whether a qualification can (or should) be delivered online was also
identified by ASQA (2023):
Analysis of survey responses has identified a belief among some providers that some qualifications
‘cannot’ be facilitated online, even though those same qualifications are being successfully facilitated
online by other providers (p.20).
It was suggested that these differing viewpoints might be related to whether providers saw the shift to
online through the pandemic as an opportunity to consider new approaches to delivering online or as a
temporary necessity during the pandemic and not suitable for long-term training. Other factors, such as
the time and resources available to deliver products online, were also considered (ASQA 2023).
In the case of the Certificate II in Skills for Work and Vocational Pathways, an evaluation of how effective
online delivery is in the example given above will be of interest.
Certificate III in Fitness
The Certificate III in Fitness, which is highly practical in nature, has been of long-standing interest in the
context of online delivery (see Griffin & Mihelic 2019) due to its high proportion of online and blended
training delivery (table B3, Appendix B). A mix of small, medium, and large private training providers
who deliver this qualification were interviewed for this study. The interviewed training providers
described their students as relatively young (in the 25 to 35-year age group), and were mostly sports
coaches, personal trainers and school students. Table 6 summarises the training characteristics
identified.
Although blended delivery offers flexibility by providing students access to campus equipment for
practical components, an increasing demand for (100%) online training by students was identified across
the interviews for this qualification. One large training provider highlighted a ‘big swing to individuals
opting for [the] online option in training’ and considered this a major growth area for their RTO. This
increased demand for online training delivery means that the training provider needs to balance the
demands of their students for more flexible training delivery while also ensuring that the students
develop the practical skills demanded of this qualification. These demands from the students and those
implied by the qualification have led this provider to focus on contextualising the qualification to the
online environment, and considering how students can gain the necessary skills without attending in-
person training:
Tension between, it is a very practical skill, so there is a certain expectation from the consumer and
even from the assessors as well that there needs to be a way to bring those concepts to life online.
We have to find a way to do that … our market is essentially demanding a more flexible approach to
their learning. We want to be able to meet them but still present the information in a way that we
have confidence, helps them develop their practical skills, which can be a little bit of a challenge.
Making the learner feel like they are having their own journey, but bringing those concepts to life,
they come off the page, they come out of words in a way that they can conceptualise them in a
practical environment if they don’t have access to come and see us on campus.
(Large training provider)
Let’s go on a journey
One training provider’s approach to contextualising training materials takes students on a journey that
mimics how they would naturally move through a fitness club or gym with a new client. This pathway
includes touchpoints like customer service, a risk check, greeting clients, pre-screening, assessment and
Effective teaching practices and student support services in online VET NCVER | 32
referrals to allied health. To achieve this flow of learning, the training provider has rearranged units of
competency and sections to reflect this pathway in the LMS.
So, we’ve rearranged the units and the sections as you would enter a club. We have the customer
service and we’ve broken it down with pictures and kind of segments. Obviously, you need to get the
assessment in there somewhere. So, we usually have learning resource manuals, slides, that kind of
stuff, and then a practical section at the bottom. So, each kind of unit is laid out and kind of stepped
down as they go … So you kind of stepped them through as you would with a new person as they enter
at a club to say, hey, I want to join. (Small training provider)
Table 6 Certificate III in Fitness training characteristics
To support students on their journey, this training provider places an emphasis on making materials as
engaging as possible and breaking up theory and assessment into micro-learning tasks. The provider has
the LMS laid out in such a way that, when a student logs in, they are greeted with visuals and reminders
of ‘the end game’ to keep them motivated. Having an LMS comparable to Instagram, ‘with pretty
pictures, easy to use and nice things’ was the ‘dream end product’ for one training provider. This
concept was not at the expense of quality training delivery and training package alignment, however,
with the interviewee also emphasising the importance of these characteristics.
Delivery modes
• Online: the main delivery mode
• Two providers offered the self-paced model only, while the others offered blended and
face-to-face delivery in addition to the self-paced mode
• Blended delivery was cited as providing students with the flexibility to attend campus
for practical activities and assessment, while completing theory at their own pace
online
Training delivery and
assessment in the blended
models
• One large training provider who offers blended delivery, has identified six units of
competency to be delivered across three practical face-to-face workshops. These
modules are:
o Module 2
SISFFIT032 - Complete pre-exercise screening and service orientation
SISFFIT033 - Complete client fitness assessments
o Module 4
SISFFIT040 - Develop and instruct gym-based exercise programs for
individual clients
SISFFIT047 - Use anatomy and physiology knowledge to support safe
and effective exercise
o Module 6
SISFFIT035 - Plan group exercise sessions
SISFFIT036 - Instruct group exercise sessions
• Video submissions
• Workplace mentors or co-assessors to provide feedback to the training provider
Teaching practices
• Keeping the student engaged and contextualising the learning materials by:
o Adapting a third-party commercial product by writing scenarios and scripts to
‘make it more simulated’
o Developing all the learning materials in house and contextualising these
o Using a third-party simulated business to access workplace documents
o Rearranging units of competency to reflect how a new client would navigate
through a gym (see ‘Let’s go on a journey’ section)
o Flexibility
o Personalised learning: training that is (or appears to be) personalised to the
student, and considering the layout, structure, and aesthetics of the LMS
Challenges and responses
• Student engagement and motivation
o Self-paced structured learning
o Early engagement strategies that encourage synchronous learning
opportunities early in the student journey
• Creating an online community and the belief that fitness as an industry is highly social
and built around in-person interactions
o Introducing social media groups and chat groups
o Phone calls and text messages to connect with students
Effective teaching practices and student support services in online VET NCVER | 33
One small training provider is also a big supporter of their students (who are studying self-paced online)
having a mentor able to help with practical activities. The educator will work with students to find a
suitable mentor in their local area who can assist the student to access a gym environment. The role of
the mentor is multi-faceted: it assists students to fulfil the practical requirements of their qualification
in a gym setting, and by doing so, exposes students to real-world gym experience, which provides
industry experience and, potentially, employment.
What we do with the students is we get them to identify a mentor that lives in their area or close by
to help them with their practical activities. One that gets them into a gym environment. And we see
it as a great industry opportunity to potentially get an employee, and also for our students to actually
get real experience in a gym with a mentor who’s doing it every day and can work with them to get
through the clients. (Small training provider)
It’s all about the student: personalised training and support
Flexibility was the main theme identified when educators were asked to describe what they considered
constituted best practice online teaching and assessment in the Certificate III in Fitness. This was closely
followed by personalisation, training that is (or appears to be) personalised to the student.
Personalisation for these training providers largely related to, firstly, the student journey, and, secondly,
student support. For the student journey, it was about the student feeling as if they are having their own
experience, with the training being tailored to them. Personalised student support is the student
receiving 1:1 assistance/support when needed, such as a phone call or Zoom session, where they receive
dedicated assistance with learning materials and/or an assessment task from an educator. More
information on the importance of personalised student support can be found in the ‘Student support’
chapter.
Certificate III in Early Childhood Education and Care
The selection of this qualification was informed by its reasonably even split of online, blended and
in-person delivery (table B4, Appendix B), relatively high levels of enrolment, and traineeship
representation. A cross-section of training providers were interviewed for this qualification, including
two private RTOs (one was a not-for-profit), a community college, and a TAFE institute. For two of the
training providers, the update of the Children’s Education and Care training package
3
was a catalyst to
move training online.
Many of the interviewed training providers offered this qualification through blended delivery (table 7).
The blended model was described as offering accessibility through the online components but was
supplemented through face-to-face activities (in the workplace). With students having access to role
models (mentors) and additional support in the workplace, online delivery was viewed as ‘a good tool,
but it’s not a tool on its own for this qualification to be effective’.
I think best practice always has to be supplemented by face-to-face in the workplace. They still need
that role modelling in the workplace and they still need that support … they still need access to
additional support services. (Large training provider)
3
In 2021 the State and Territory Skills Ministers endorsed proposed updates for five qualifications from the Children’s
Education and Care Training Package, including the Certificate III in Early Childhood Education and Care.
<https://www.skillsiq.com.au/CurrentProjectsandCaseStudies/ChildrensEducationandCareTPD>
Effective teaching practices and student support services in online VET NCVER | 34
Online or blended delivery was viewed as the most suitable model for students who are: already
employed; live far from campuses; younger students who are familiar with technology; and mothers with
young children (although one interviewee thought online delivery would be challenging for mothers as
they can find it difficult to find time at home). One training provider considered that the development of
some online materials was driven by the observation that delivering in-person introductions to the units
had not been successful in the workplace due to busy work schedules. As a solution, this training provider
added introduction videos for each unit, ‘explaining and unpacking the unit for the student’.
Face-to-face classes were offered by a few of the interviewed training providers, and were often
attended by student cohorts such as international students, students whose first language is not English,
young school leavers and/or those who are not employed in the sector. Many of these students may need
ongoing, one-on-one support or may not yet have established any connections in the industry. If
classroom-based students gained employment while studying, they would then transition to a blended
model of training.
Similar to the other qualifications investigated, contextualising learning materials was identified as a key
consideration when developing materials for the online delivery of the Certificate III in Early Childhood
Education and Care. For one training provider, who had recently transitioned online, this meant taking an
‘off the shelf’ product and contextualising it. Another training provider used a simulated childcare centre
as part of their learning materials. This simulated centre provides access to policies, procedures and
other common workplace documents that a student would need as part of their studies. This approach
was particularly useful for students who were either new to the industry and not yet employed, or
students who may have trouble accessing these documents from their own workplace.
Table 7 Certificate III in Childhood Education and Care training characteristics
Delivery modes
• Mostly blended delivery; was described as suiting students who were working and
studying (often with family commitments)
• A few also offered face-to-face classes, often attended by students who were not yet
employed, new to industry, ESL and/or young school leavers
• If a student gained employment during their qualification, they would usually transition
to this blended model
Training delivery and
assessment in the blended
models
• Mostly delivered through a combination of self-paced online delivery and workplace
training and assessment
Teaching practices
• Blended delivery model
• Keeping the student engaged and contextualising the learning materials by:
o Having a mix of learning materials (that is, interactive and engaging)
o Clear, simple, user friendly and contextualised learning materials
o Considering different learning styles and abilities
o Offline accessibility
Challenges and responses
• Student engagement and motivation
o Ensuring the student has the required information upfront
o Following up the student if they are non-responsive
o Providing information through different channels (such as emails,
announcements, discussion boards in the LMS)
o Giving the student only the information they need and ‘no fluff’
• Students attempting assessments before completing learning tasks or reviewing the
associated learning materials; this was an ongoing issue for these trainers, without a
clear solution among these training providers
• Students not having the appropriate technology for learning and/or inadequate digital
skills
• Trainer resistance to online delivery
Effective teaching practices and student support services in online VET NCVER | 35
One interviewee described online delivery as ‘teaching in a different world to what we learnt in’. They
found the shift to online delivery as a ‘big challenge in the beginning as I had a group of trainers that
were in the age bracket that resisted technology a bit’ (Certificate III in Early Childhood Education and
Care, small training provider). To overcome these challenges, this provider phased in the new platform
over a six-month period, allowing the trainers to become accustomed gradually to the different elements
as they were added.
Although not directly related to online training delivery, the challenges facing the childcare industry
permeated discussions with these providers, with interviewees describing the negative impact these
challenges were having on educators and students. Trainers spoke about a lack of staff in the industry,
limiting their ability to take students off the floor for learning opportunities, some trainees not having
study time at work due to staff shortages, and educator and student burn-out.
Certificate III in Electrotechnology Electrician
Similar to the Certificate II in Skills for Work and Vocational Pathways, this qualification does not display
an even split of online and face-to-face training by comparison with the other qualifications examined for
this project (table B5, Appendix B). It was selected to provide insight into the suitability of online
training delivery for apprenticeships.
Training delivery was very similar for three of the four training providers interviewed for this
qualification (table 8). These three RTOs delivered training on campus during block release;
4
however,
theory was often delivered using an LMS in the classroom or computer lab, with trainer support. This
mode of delivery could be described as in-person technology-supported learning, a modality of learning
where in-person instruction is supported by technology and digital resources (Johnson, Seaman & Poulin
2022).
Of these three RTOs, two expressed an appetite for incorporating additional elements of online delivery
into the delivery of this qualification, but how and to what extent, remains open for discussion and likely
an area that would benefit from further exploration. The third RTO expressed a strong view, however,
that online delivery is not suitable for hands-on trades, arguing that most of the learning is linking theory
to practical application, which is reflected in their teaching practice of moving back and forth between
the classroom and workshop.
The fourth training provider was quite different in their approach to online delivery. This RTO had moved
away from block release training, and now uses an online self-paced model for theory delivery, with
practical training and assessment occurring in the workplace. The employer and student were able to
find a mutually suitable time to conduct the online learning and this flexibility was seen as a big
advantage to using a self-paced online model of learning.
4
Block release is ‘the release of an employee from the workplace for periods of time, usually a week or more, in order to
undertake related training in an educational institution. The term applies particularly to apprentices and trainees’
<https://www.voced.edu.au/content/glossary-term-block-release>.
Effective teaching practices and student support services in online VET NCVER | 36
One training provider explained that the mode of delivery is ‘more influenced by location than actual
type of students’:
So if we’re doing delivery in Melbourne, 99% of our delivery in Melbourne is face-to-face. Then when
we’re talking about the Territory, we can have a lot of remote location students, so we’ll try and get
an assessor out to them, sometimes ad hoc, but normally like try to get somebody out to them every
four to six weeks. But from a theory aspect, obviously it’s pretty hard to go to some of the remote
communities to deliver face-to-face training to a handful of people when you’ve got a handful of
locations scattered all over the place. (Medium training provider)
Although the theoretical elements of trade apprenticeships, including the Certificate III in
Electrotechnology, have traditionally been delivered in the classroom (and mostly still are), the
restrictions resulting from the COVID-19 pandemic provided the opportunity to determine whether online
delivery could be effective. Ernst and Young (2021) presented a case study of a young apprentice
electrician who reported that he preferred this model of delivery as it allows him to work at his own
pace. This, and the above example, suggests there is value in exploring a blended model of learning in
trade apprenticeships more broadly.
Effective teaching practices and student support services in online VET NCVER | 37
Table 8 Delivery of the Certificate III in Electrotechnology Electrician and perceptions of the suitability of online
training delivery
RTO
How training is currently delivered
Suitability of this qualification for
blended delivery
Large training provider
• Block release training
• Theory delivered in the classroom:
combination of trainer and the LMS
• This training provider investigating the
possibility of moving to a self-paced
delivery model for theory
• This interviewee expressed an interest in
increasing the use of blended training
delivery for this qualification
• Early thoughts centred around using a
combination of live webinars and self-
paced learning. In this, block training
would become shorter but more focused
on the practical elements of training and
assessment
Medium training provider
• Block release training
• Theory delivered in the classroom using
an online platform (LMS); the content is
explained, developed and delivered by
the trainer
• Online content is broken down with
check-in points. The LMS guides the
student through the theory and then
practical application of the concept. The
student will move between the classroom
and workshop multiple times in the day,
putting into practice the theory learnt
• Assessment is conducted in two parts.
Firstly, an online computer-based test,
which is done under supervision; part two
is a skills-based assessment conducted
under supervision in the workshop
• This training provider works primarily with
disadvantaged cohorts
• Strong view that online is not suitable for
hands-on trades as the majority of
learning is linking theory to practical
application. Their current delivery model
has the student moving between the
classroom and workshop multiple times a
day, putting into practice the theory they
are learning
Large training provider
• Block release training
• Theory delivered in the classroom, using
a mix of:
o Online learning using a LMS in
a computer lab with a floating
training to assist students where
needed
o Traditional classroom delivery,
written notes, and no LMS.
Teachers will use teaching aids
like Kahoot! for students to
complete short quizzes on their
phone
• Majority of assessments are paper-based
(internal student feedback shows a
strong student preference for paper-
based assessment as opposed to online;
believes this is driven by fear of
technology failure during assessment
• This interviewee was in favour of
increasing blended delivery for this
qualification but is restricted by their LMS
• This educator indicated the LMS
currently supported by their IT
department had shortcomings. This LMS
had limited options for how assessments
could be written; an alternative LMS
would be needed to transition theory
assessments online
Large training provider
• All theory is delivered online through a
self-paced format. Employer and student
find mutually suitable time to complete
theory learning
• Observed practical components and
observed performance conducted in the
workplace where possible
• Theory assessment conducted online;
assessments are password-protected
and use rotating banks of questions; no
two tests are the same
• No block release training
• Flexibility, student-centric learning, and
24/7 access were some of main reasons
why this training provider was in favour of
delivering theory to apprentices via the
online self-paced model
• This interviewee highlighted that
apprentices build strong relationships
with their trainers as one trainer will
remain with the student for the life of their
apprenticeship.
Effective teaching practices and student support services in online VET NCVER | 38
Certificate IV in Real Estate Practice
Three private training providers were interviewed for this qualification: one delivered nationally, and the
other two in the Eastern states. Their students tended to be working and studying, with one provider
indicating they had a relatively high proportion of trainees completing the Certificate IV in Real Estate
Practice. Table 9 summarises the training characteristics described by these training providers.
The real estate industry in Australia is regulated by Commonwealth-, and state- and territory-specific
legislation. Due to legislative differences between jurisdictions, training requirements differ depending
on where training is being delivered.
5
Table 9 Certificate IV in Real Estate Practice training characteristics
Ensuring that students’ expectations are established upfront and preparing students for study were of
high priority for one of the interviewed providers delivering this qualification through self-paced study.
This involved several activities:
▪ providing them with detailed information/documentation and ensuring it has been read
So we obviously start by providing them with some really thorough information. And so that’s
obviously we make sure that they’ve gone through and read all of the information that’s available on
our website, as well as things like our student handbook, our training handbook … assessment
handbooks, and things like that, to get them fully prepared. (Medium training provider)
5
For example, to work in real estate in New South Wales, an individual must complete an Assistant Agent Course, which is
made up of five core units; this allows a person to work under a licensed real estate agency in sales, property
management, marketing and other roles. To work as a real estate agent in NSW a Class 2 Licence is required, which
requires the completion of a Certificate IV in Real Estate Practice.
Delivery modes
• All offered a self-paced model
• Two providers also offered a synchronous delivery option (that is, live webinars through
Zoom)
• One RTO also provided in-person (classroom based) delivery
Training delivery and
assessment in the blended
models
• Assessment was usually completed in three parts, multiple-choice questions, followed
by short answer questions, and then practical tasks or projects. These practical tasks
or projects could include:
o gathering and completing industry-related forms and documents, completing
sales or rental contracts
o role plays and demonstrations
o case studies
o research projects
• The units of competency were clustered in a way such that the five core units required
(by NSW) to work in the industry were delivered upfront in the learning sequence
Teaching practices
• Blended delivery model
• Keeping the student engaged in learning materials by:
o having a mix of learning materials (that is, interactive and engaging)
o clear, simple, user-friendly and contextualised learning materials
o considering different learning styles and abilities
o up to date with training package and legislative requirements
o small ‘bites’ of learning
• Providing support
• Setting expectations upfront; early engagement
Challenges
• Students expecting instant and out-of-hours responses to queries
• Regulatory requirements associated with the Certificate IV in Real Estate Practice
• Student engagement and motivation
Effective teaching practices and student support services in online VET NCVER | 39
▪ ‘Meeting’ applicants pre-enrolment and communicating through enrolment
We’ve met all of our applicants. It’s not just a case of you can go online, enrol, pay and off you go.
We do things like ensuring that students are employed or certainly at least have access to a real
estate agency, whether that be through some formal work placement or whether that be, perhaps,
mum or dad’s a real estate agent, or something like that … We’re backwards and forwards with the
emails before their enrolment is finalised and we conduct a verbal at least one, if not multiple phone
calls. (Medium training provider)
▪ comprehensive induction to set expectations
So before the course commences, we have a very comprehensive phone induction that we do with
each of the students, regardless of their funding model, regardless of the course that they’re doing.
And yeah, so we really sort of gear them up. You know, this is what your course is gonna look like.
This is how your study is gonna go. Obviously, we have all of these support mechanisms available for
you, but yeah, you obviously need to be prepared that you’re self-directing your learning.
(Large training provider)
This interviewee believed that these upfront efforts help to reduce potential issues, which leads to
students being more satisfied with their training (and hence, very few complaints). Another interviewee
highlighted the use of introductory phone calls (which were often lengthy) with all students to start
building the teacher—student relationship and build motivation (large training provider).
Recent changes to legislation in the industry, where the Certificate IV in Real Estate Practice is now
compulsory for assistant agents to complete within four years of registration, have resulted in an
increase of students with low engagement and motivation, according to the RTOs interviewed:
That’s come about since 2020, so anyone who is new to the industry knows, yes, this is what’s
expected of me and they’ll do that. Anyone pre that time had been in the industry for years and years
and then have been told, you know, after 20 years, you now need to do this certificate four
qualification. They’re the ones that generally struggle because they’re forced … to do it and they’re
generally the ones that are a little bit like, they’re doing because they have to do it, not because
they want to do it. So, the attitude towards it is probably quite different. (Medium training provider)
If it’s because it’s a regulatory requirement, there’s a good dose of people, and I would say a good
50% of clients, who don’t want to do the training. ‘I’m a salesperson. I know what I’m doing. Why do I
have to do this course?’ (Large training provider)
Given that legislative requirements cannot be changed, they will encourage student engagement and
motivation by:
▪ contacting the student directly. One RTO, which conducts synchronous learning via live webinar
sessions, will have their admin team call or email the student the day before course commencement
to remind them and resend links, and to confirm attendance. This RTO also plans to introduce SMS
reminders. Another RTO, which delivers a self-paced course, conducts regular student support calls,
where trainers and assessors call the student at least every couple of months.
▪ using a variety of learning activities: in live sessions, asking students lots of questions, filling in the
blanks on the PowerPoint slide with the class
▪ capping number of students in virtual classrooms: one RTO limits live sessions to 30 people.
Interviewees reported that this allows all students to be heard, and the quieter students are less
likely to get lost.
Effective teaching practices and student support services in online VET NCVER | 40
Certificate IV in Training and Assessment
Three private training providers were interviewed for this qualification and included a mix of medium
and large RTOs. Two training providers were based in Queensland and delivered nationally, with the
other based in Western Australia, with most of their training delivered in Western Australia.
The mode of delivery for this qualification varied between these three training providers (table 10). All
three training providers delivered training online. Two providers also offered in-person sessions,
although, for one, these were workplace training sessions for large employers with groups of employees
who needed to complete the Certificate IV in Training and Assessment. None of the interviewed providers
offered a self-paced delivery mode for this qualification, with all using various formats of synchronous
delivery. One had offered self-paced training in the past, but this had been discontinued due to poor
completion rates. By comparison with the other qualifications examined in the research, the live online
sessions were much longer, and ranged from two to three hours per session to full-day sessions.
Table 10 Certificate IV in Training and Assessment training characteristics
With often-long online sessions, novel ways to break up the sessions and increase interest and
engagement were described:
Umm yeah, they’ve got quite a good and thorough PowerPoint that they use, they’re interactive ones
that they’ve developed … They use green screens, so they’ll do things like change screens just
randomly. You know, students come back from morning tea and they’ll be, you know, a picture of big
cream bun behind them or they’ll be going on an airship or, you know, something. They use all those
funny things or every now and again, you know, a little aeroplane will fly across the screen with the
trainer sitting in it, waving at them or something, you know, just things to keep that humour in
because it can be dry … to make sure that they’re engaged on more than just the level of what
they’re learning, but that they actually see it as a worthwhile thing to do.
(Large training provider)
Delivery modes
• Face-to-face or online synchronous delivery via Teams
• Live online classroom-style delivery; delivered over 4 weeks, with full days of online
delivery; course is 4 weeks, including placement
• 3 delivery modes: 100% online; blended, includes a mix of workplace training and
online; and face-to-face delivery in the workplace
Training delivery and
assessment in the blended
models
• All synchronous delivery (no self-paced)
• By comparison with the other qualifications examined in the research, the live online
sessions were much longer, ranging from 2–3 hours to full-day sessions.
Teaching practices
• Keeping the student engaged in learning materials by:
o having a mix of learning materials (that is, interactive and engaging)
o clear, simple, user-friendly and contextualised learning materials, simulation
o up to date with training package and legislative requirements
o small ‘bites’ of learning
o orientation sessions
o having trainers that are engaged and passionate
o keep live sessions engaging; break them up with ‘ice breakers’ – rapport-
building
o mix of delivery style encourage group work and the building of peer
relationships
• Good practice for online delivery considered same as for in-person delivery
Challenges and responses
• Technology challenges, including bandwidth issues impacting video and sound clarity
during live sessions, and technical malfunctions such as inability to access Zoom
sessions.
• Orientation and induction sessions to help students with technical issues
Effective teaching practices and student support services in online VET NCVER | 41
Two of the interviewees believed that best practice online delivery is no different from best practice
in-person delivery. These interviewees are using the same tools as in a classroom, such as discussion
groups, catering for different learning styles, practical based learning, having the students share their
screen and give presentations.
I think it’s almost treating people like they are actually in the same room as you, not treating it as,
you know, a big distance between people. (Large training provider)
It’s about the trainer, about the training, the program, how you’ve got it together. I think you can do
exactly the same in both groups. The only thing that’s a problem with online is you cannot see my
body language as much, body language is lacking. Umm, but if you can, if the teacher can pull the
information out of the students, so turn your microphones on instead of having them turned off. OK,
let’s have that discussion, let’s go away in small groups, have those discussions. It works really well.
(Medium-sized RTO)
Although these providers do try to prepare their students for online training, some explained how
educators still need to spend time in the first session troubleshooting issues with their students.
Diploma of Accounting
Four private training providers were interviewed for the Diploma of Accounting and included one small
and three large RTOs. These training providers were based in the Eastern states and in Western Australia,
and all delivered this qualification nationally. Students tended to be working in the industry. Two
training providers mentioned that their students are mostly female, with some returning to work after a
break (such as after parental leave). Some training providers also offered training to international
distance learner student cohorts. Table 11 presents the training characteristics described by these RTOs.
All interviewed training providers delivered the Diploma of Accounting using a self-paced delivery mode,
with some offering either live or pre-recorded webinars or tutorials (optional attendance). This delivery
mode was seen as the most convenient for the student cohort, with interviewees reporting that
synchronous delivery is difficult for students who are employed.
Whenever we try to conduct live webinar, what time, that’s the number one issue. What time should
we consider, what time they will be free. We have tried so many times, we even have tried lunch
time. We run a webinar at lunch time but no one, hardly few students appear. So that’s number one
challenge. (Large training provider)
One training provider reported that delivering this qualification online is relatively less challenging (and
even preferred) compared with other qualifications that require observing students in person in practical
assessments:
Personally, I like online training and delivery better than face-to-face, especially for accounting and
business. When it comes to other courses, understanding that practical skills cannot be completed in
that online learning environment, but for accounting and business, I personally do not face
challenges. (Small training provider)
Rather, I found it more interesting, and I see, there are a lot more opportunities here in an online
learning environment than face-to-face. There’s so much potential for us to develop some more
specific case studies … And develop some more case studies, which are more for a particular group of
students, and with those case studies [we] can actually modify it for each different unit.
(Small training provider)
Effective teaching practices and student support services in online VET NCVER | 42
Despite the preference for online delivery, several challenges were described. Student engagement and
motivation was the main challenge faced by all training providers. One training provider experienced an
uptick in enrolments during the pandemic but found it challenging to keep students in their courses due
to the personal challenges students were confronting (such as job loss, time constraints etc.), which
prevented them from completing the qualification.
Table 11 Diploma of Accounting training characteristics
Training providers held the view that students who are already employed benefit from having a study
plan, with enforced due dates for assessments, as such initiatives help them to complete the
qualification on time.
And then actually they need a different plan customised for them, for diploma students. What I have
found they are working and they don’t have time basically … I think due dates are really important for
them. And what I have seen so far, they always try to finish their course at the last minute.
(Large training provider)
Delivery modes
• All interviewed training providers delivered the Diploma of Accounting using a self-
paced delivery mode, with some offering either live or pre-recorded webinars or
tutorials (optional attendance)
o 100% online with weekly live support sessions
o 100% self-paced online, with recorded lectures
o 100% online: either self-paced stream, or self-paced with 2 tutorial sessions
a week (mini lecture, exploration and discussion session – optional
attendance)
o 100% self-paced online
Training assessment
• Case studies, using Zero and MYOB accounting software to record transactions;
students use this software to solve problems from case studies and record business
transactions
• Verbal assessments: where students need to have a conversation and they need to
answer questions related to unit competency requirements; these are recorded in
Zoom, conducted to replicate how the student might talk to a client
• Accounting simulator: have a simulated business that students work with; RTO has
developed additional materials for this simulated business
• One RTO has assessment overview webinars for each assessment where they try to
answer FAQs, and trainers will explain every assessment task and what is expected of
the student
Teaching practices
• Initial orientation sessions to familiarise students with online delivery
• Keeping the student engaged in learning materials by:
o having a mix of learning materials (that is, interactive and engaging)
o clear, simple, user-friendly and contextualised learning materials (simulation)
o up to date with training package and legislative requirements
o small ‘bites’ of learning
o reliability of LMS, ease of updating learning materials
Challenges and responses
• Communication and engagement with students
o Reaching out to inactive students to determine what help is needed,
providing them with ways to contact the trainer, encouraging them to call
their trainer and ask for help
o Reminding students continually that support is available and to reach out if
they are having any challenges (study or personal) for support
o Engaging student early on: one educator would like emails to be sent to
students if they haven’t logged in after 7 days of enrolling, but currently these
emails are sent at the 30-day mark and this educator feels this is too late
o Setting up study plans for students
• Trainer capability: professional development provided
Effective teaching practices and student support services in online VET NCVER | 43
A lack of engagement with learning materials, whereby students would attempt assessments prior to
working through the relevant material, was also described. This particularly related to the employed
student cohort, with the interviewees believing that this behaviour is due to the students lacking time
because of their work and other commitments, as well as students’ attitudes towards learning:
Another is students are already working in industry, so they think that they already know everything,
and they are not doing practice activities. And in assessment, when [the] trainer is giving them
feedback, they always challenge [the] trainer. (Large training provider)
Training providers stressed the importance of shifting the focus from merely completing the assessments
to the learning process to overcome the above challenges.
Simulation to contextualise learning materials and assessment was another important tool in maintaining
student engagement in this qualification. Incorporating practical scenarios and case studies was
described by one of the providers as giving students an understanding of how a workplace can operate:
Because otherwise in accounting it can be very boring just learning the concepts. If we embed those
concepts within scenarios and case studies, it makes it very engaging and that’s what we try and do,
and then we try and simulate that for our assessment as well. (Small training provider)
Technical difficulties were another challenge, especially given the additional accounting software
required in the course. Some providers emphasised challenges associated with both students’ and
trainers’ digital literacy and other software-related issues when delivering online:
Sometimes it’s just the technology. For example, I’ll be illustrating a software program, and I’ll split
the screen and I’ll have the manual on half and the software on the other half, and I’ll be asking
students to do that, but they won’t know how to use the technology to do that. And so often …
instead of going through course material, you’re going through the use of the Windows operating
system or the use of software or whatever the case may be. (Large training provider)
To overcome these challenges, the training providers have implemented strategies such as creating ‘how
to’ videos and providing individual training via student services.
What we’ve got in the introductory page to the course, we’ve got a series of ‘how to’ videos. So
we’ve got, for example, how to install MYOB software, how do you use the platform, we’ve even got
a video on how to find the Teams session. So instead of doing it how we’ve done it today, we copy the
link and paste it into their online learning platform. The student can also elect to have student
services call them up and take them through the system as well, prior to the training. We do things,
just on things like saving files, zipping files, uploading files for their assessments, that that type of
thing. (Large training provider)
Effective teaching practices and student support services in online VET NCVER | 44
Student support for online VET
students
Recognised as a crucial element of online students’ success (Rotar 2022), student support services can
involve a range of training-related supports, such as course support, literacy and numeracy support or
flexible learning options. Non-training-related support, such as wellbeing support and job search or
career-related advice, also fit into the category of student support services (Wibrow 2023).
Related to the various types of student support are two overarching questions that affect the provision of
support services:
▪ At what stage in the learning cycle is student support required and/or offered, noting that different
types of support may be required at different stages?
▪ Are the support services proactive or reactive, or a mix of both; that is, the trainer/RTO offering
support to a student identified as needing it, as opposed to the student seeking support.
Regardless of the delivery mode of the training, provision of, and access to, student support services can
be important for student success in VET. The availability of support services has become an increasingly
significant consideration for students when choosing a course:
For many [students], the pandemic has highlighted the need for ongoing and accessible support from
their provider. Whether this be technological, academic, practical or networking support, student
choice can be driven by this. (Ernst & Young 2021, p.15)
While this research did not specifically compare the student support needs of students studying online
with those studying in a classroom situation, it is possible that support needs might be higher for online
students. As one interviewee explained:
All of those [student support] options are still available in face-to-face, but they seem to need it less
because they see their trainers two days a week and they’re with them all day. They have a lot of
face-to-face contact, so they seem to be less reliant on those.
(Certificate III in Early Childhood Education and Care, large training provider)
Ensuring equitable access to support is a vital element, one that could improve the online learning
experience for students (Ernst & Young 2021). The increasing shift to the online delivery of VET in
Australia therefore warrants an investigation into how student support needs are identified and provided
to students studying through this delivery mode.
This chapter of the report considers:
▪ identifying when student support is needed
▪ student support strategies
▪ trainer skills gaps.
Identifying when support is needed
In the rapid shift to online delivery due to the pandemic, students needed an array of different supports
at varying stages of adapting to online learning. These included: clear communication from the provider;
technological support; wellbeing check-ins; information on the impacts, implications, and alternatives to
the change in course delivery; course counselling; opportunities to connect with peers; and engaging
Effective teaching practices and student support services in online VET NCVER | 45
learning methods (Ernst & Young 2021). Even in ‘normal’ circumstances (that is, not in a pandemic)
identifying if, and when, a student needs additional support in the online environment can be difficult
(ASQA 2020).
The interviewees in this research identified several ways by which they identify students who may need
additional support. These included:
▪ pre-enrolment/enrolment questionnaires
▪ through the learning management system
▪ observations through live classes
▪ communication between student and trainer
▪ contact with the employer.
The interviewees described a range of indicators for each of the methods used to identify students
requiring additional support (table 12). The training providers then use these indicators to trigger
internal student support interventions and strategies. It is noteworthy that most of the indicators rely on
the trainer being proactive in both identifying and offering additional support; that is, the trainers and
RTOs do not rely on students recognising that they need help and seek additional support themselves.
Table 12 Indicators of student support need
Method of identification
Indicator
Pre-enrolment/enrolment questionnaires
Language, literacy and numeracy issues
Other identified needs
Learning management system
Student inactivity
Lack of engagement with course materials
Lack of progression through course materials
Unsatisfactory learning and/or assessment outcomes
(may also occur outside LMS)
Observations through live classes
Student missing classes or being late
Not actively participating in classes
Communication between student and trainer
Lack of engagement with the trainer
Direct request for support by student
Student continuously rescheduling sessions
Contact with the employer
(especially for traineeships/apprenticeships)
Not applying knowledge/skills in the workplace
Other
Peer feedback to trainers
Learning management system
In the online learning environment, the learning management system has become an important source of
information for trainers. Many learning management systems collect extensive information on how
frequently a student accesses the LMS and their activity within the system. Studies of LMS data have
shown a student’s use of the LMS is directly related to their learning success, with analytics providing
educators with the information they need to identify and proactively assist students through targeted
learning support (Veluvali & Surisetti 2021; TAFE Directors Australia 2020).
Effective teaching practices and student support services in online VET NCVER | 46
The interviewees in this study described several ways that LMS data are used to monitor student activity
and progression, including a mix of automated functions, such as the LMS providing alerts (to trainers
and/or students) and trainers manually producing reports. Examples included:
▪ identifying newly enrolled students who have not engaged with the LMS early on
At that point, early on in the intake, we identify those who haven’t logged in, so we can pull a report
for those who haven’t actually logged into the system. And we do phone calls and say ‘hey, what’s
going on? You enrolled but you’re not engaging, is something happening?’ and so on.
(Certificate III in Early Childhood Education and Care, large training provider)
▪ the LMS providing alerts to trainers and/or students advising when a student has not logged in for
certain amount of time
Yes, we do have alerts and we continue to monitor our learning management system. When the
students haven’t logged in, our learning management system is then linked to the student
management system where they get automated emails.
(Diploma of Accounting, small training provider)
▪ producing reports on student activity in the system
Look out for missed assessments/inactivity on the LMS. This tells us a lot about the student — weekly
and fortnightly and monthly reports for online students about how they are accessing the system,
submissions. (Certificate III in Fitness, large training provider)
The advantage of … online compared to the written is that in online you can actually see how long
they’ve been spending on units and whether [they are] progress[ing]. I mean the number of times
they go, ‘OK, I’m getting there’ [and I say] ‘you haven’t even opened it up’.
(Certificate II in Community Pharmacy, small training provider)
▪ monitoring student progression, including the LMS alerting the training provider when it appears that
the student will not complete in time
We look at their progress in ‘Accelerate’ and we actively track progress. We have a flag in the
system, so if a student has fallen [behind and] is sort of looking at not completing in an adequate
period … within the course duration, it actually pops up and advises us that we’ve got a student at
risk. (Certificate III in Electrotechnology, large training provider)
I log into their portals every couple of weeks, personally, so I oversee all of the e-learning stuff,
whether it’s Zoom, e-learning or it’s the blended learning … I log into their portals, I track where
they’re at … who’s logged in, when they were last logged in, what courses they’ve actually started to
do. (Construction and resources training, medium training provider)
▪ checking student activity in the LMS a week prior to a workplace visit (to ensure that the student is
ready for the workplace visit).
Support strategies
How support is provided to online students
How support was provided to students largely depended on the size of the training provider and the type
of support sought. Larger training providers had student support officers and/or student services to
respond to and delegate support enquiries, whereas in smaller training providers this tended to be up to
the trainers, with ad hoc support by administrative staff. Table 13 shows the variety of ways in which
student support was reported as being provided to online students.
Effective teaching practices and student support services in online VET NCVER | 47
Table 13 How support is provided by RTOs to students learning online
Method of support
Comments/examples/observations
Orientation and induction sessions
• Orientation videos that explain online learning, the online platform, answer
frequently asked questions (FAQs)
• Welcome email that provides contact numbers for the student support team,
links to the knowledge base and the support ticketing system
• One training provider has a short module all students must complete prior to
starting their qualification. The module includes a video explaining online
learning and provides tips on how to best use the system
• Another training provider conducts induction phone calls, where they talk the
student through the online portal, learning expectations etc.
Trainer providing support
• Learning support provided by trainers via phone, text, email, online meeting
platform (e.g. Teams, Zoom)
• Educators often the first contact point for all support needs (learning, personal,
digital, LLND)
• Educators have time set aside for responding to student enquiries
• Students have access to educator calendars (with set availability times) and
can book in a support session when needed
Support provided by student
services, student support officers,
administration staff, student
engagement officers
• Common among larger training providers
• Might be managed through a call centre, with the request forwarded to the most
appropriate support person
• One RTO has an academic hotline, with support provided by the curriculum
team if the students’ trainer is unavailable
• One RTO has a student engagement officer to support students who have
disengaged; may provide various types of support
Tutorial and/or webinars
• Online students can book in for tutorials either online or on campus (where on
campus options are available)
• Tutorials held at times that suit the student demographic; for one training
provider this was during school hours
• Access to pre-recorded webinars for assistance on certain topics
• Automatically sign (all) students up for support sessions
• Offer drop-in sessions (either online or on campus) at set times during the week
for students to seek support
Phone support
• Some training organisations encourage their students to call when they need
support
• Usually only available in ‘office hours’
Email support
• Specific curriculum email address for training material support
• Some RTOs have timeframe in which student can expect response (e.g. 24
hours)
One-to-one video sessions
• Teams or Zooms sessions; can share screen with trainer/support staff
Ticketing system/online booking for
support
• Larger training providers had a ticketing system for students requesting support
• Students can book an appointment with a trainer through the LMS
Proactive outbound contact with
students
• Automated emails when after set periods of inactivity (e.g. if the student has not
logged in for one month)
• Calling the student if they have become disengaged from their learning
• Weekly to fortnightly contact with the student (more common among those
delivering to trainees)
• Useful to know students’ preferred means of contact
• May include workplace visits (for trainees/apprentices)
Access to on-campus support
• For training providers that also have on-campus facilities, online students can
access the same on-campus support and facilities as on-campus students
Link to external support agencies
• Connect students with external tutoring and study support agencies
• Raising student awareness of external support agencies and providing them
with relevant referrals (e.g. some students don’t realise they can access
additional support for needs such as LLND, dyslexia support, Auslan
interpreters, interpreters if they are ESL etc.)
• Pausing student enrolment so they can complete an upskill course (e.g. LLND)
prior to completing qualification
Peer support
• Group assignments (including in-person in the workplace) to encourage peer
support
• Social media groups tend to be for peer support and connections
• LMS discussion forums for both learning material support and peer connections
Effective teaching practices and student support services in online VET NCVER | 48
Good practice student support
Interviewees were invited to describe what they believed good practice student support entails, as well
as to provide examples of specific interventions or student support strategies that have had a positive
impact on students. The following themes emerged.
No one size fits all: individualised support
Individualised support was at the core of the successful interventions and student support strategies
described by interviewees. This support is flexible and responsive to the individual student’s needs, and
often involved proactively making contact with the student (such as by phone, email or text message).
Similarly, many training providers believed that good practice student support is based on the concepts
of flexibility, responsiveness and individuality.
We have what we refer to as our pastoral care procedures and policies. And part of that is by
recognising that each one of our students is an individual. They have environments and study
conditions that are specific to them and it’s about responding to that.
(Diploma of Accounting, large training provider)
Indeed, Ernst and Young (2021) suggested that offering targeted student support that caters to a variety
of needs could be a post-pandemic focus for training providers, as identified in the student-focused
research they conducted on behalf of ASQA.
While individualised support is likely to benefit students studying via any delivery mode, determining the
needs of online students may be more challenging, highlighting the importance of effective
communication.
Proactive contact, by student-preferred means
Proactively contacting the student was identified by many training providers, with some also highlighting
the importance of understanding how students prefer to be contacted. For example, a small training
provider delivering the Certificate III in Fitness found that emails and text messages were not as effective
for their cohort, with phone contact being more effective.
Emails constantly to people or text messages don’t seem to work with our cohort. That personal touch
of somebody getting on the phone, making contact with them, providing empathy if they’re having
some personal problems and whatever. Giving them strategies on what they can do, how long they
can defer for, or do they need to defer for a month, and provide them with any of those strategies.
(Certificate III in Fitness, small training provider)
Contacting students through phone calls was also highlighted by several other training providers as an
effective channel for supporting students, although it was acknowledged that making actual contact —
the student answering the phone — can be challenging.
Another training provider reflected on changes they have made to student communication, by moving
away from automated emails and reverting to phone calls. There was a sense among many of the
interviewees that emails were not an effective two-way communication channel. Text messages tended
to be preferred by the training providers with a higher proportion of trainees (Certificate II in Community
Pharmacy and Certificate III in Early Childhood Education and Care), and small-to-medium-sized training
providers.
Effective teaching practices and student support services in online VET NCVER | 49
Support intervention examples
Support interventions and strategies reported by training providers as having a positive impact on
students included:
▪ Academic hotline: an RTO delivering the Certificate III in Early Childhood Education and Care
described their academic hotline as a useful tool for online students. The hotline provides students
with quick access to learning support during normal business hours.
▪ Mentors: having a workplace mentor was described as important by several training providers,
particularly those delivering the Certificate III in Early Childhood Education and Care and the
Certificate III in Fitness.
o First nations mentors: an RTO delivering training to First Nations students in the Northern
Territory uses mentors or community Elders to speak with and assist in supporting students.
▪ Out of hours or additional 1:1 sessions: one training provider scheduled sessions on a Saturday to
support a Diploma of Accounting student to catch up, after their studies had been impacted by a
heavy workload. In another provider, an educator spent one day a week at a childcare centre to
support a Certificate III in Early Childhood Education and Care student who was at risk of abandoning
their studies due to personal stresses.
▪ Student intervention plan: this plan is implemented if a student has been disengaged through late or
missed submissions, or is not accessing learning materials. After consulting with the student and
identifying their support needs, this large training provider devises a plan with the student; it may
include weekly check-ins with the educator, and/or milestones that need to be achieved in order for
the student to be successful in their studies. As a part of this plan, the student is asked to sign a form
demonstrating they understand the plan and that there will be consequences if they do not follow
through.
Technology support for online students
While online students may need the same student support services as non-online students, it is possible,
given the nature of the delivery mode, they will require additional technical support. The technological
challenges described by the interviewees in this research encompassed: general technical issues;
inadequate digital skills among some students; and/or students not having access to the required
technology to successfully complete their online learning.
To support students who may lack the necessary digital skills, some training providers used an orientation
session or orientation module to step the students through the ‘look’, ‘feel’ and functionality of the LMS.
The format of these approaches varied between providers, and included:
▪ one-on-one session with the student
▪ introductory page in the LMS with a series of ‘how to’ videos and answers to FAQs
▪ readiness quiz to help students identify areas where they may struggle, and where to seek assistance
▪ upfront placement of digital units in the learning sequence (where qualification has digital units).
Students without access to the necessary technology for learning experienced issues such as unreliable
and inadequate internet access (more common among remote students), and having to use a mobile
phone or tablet for their study (instead of a laptop or desktop computer). To support students with these
issues, educators suggested the following solutions:
Effective teaching practices and student support services in online VET NCVER | 50
▪ building relationships with local libraries to book computer rooms for students to use
▪ for training providers with a campus, encouraging online students to use on-campus computers
▪ printing hard copies of the materials for students (although this tended to be a last resort, and was
not usually ‘advertised’ to students).
Comments about students lacking the appropriate technology for online training were more prevalent
among training providers delivering the Certificate III in Early Childhood Education and Care, the
Certificate III in Fitness and the Certificate II in Community Pharmacy.
6
The Certificate III in Early
Childhood Education and Care and the Certificate II in Community Pharmacy were both qualifications
where the interviewed training providers had a relatively high number of trainees enrolled.
Measuring student satisfaction with support interventions
Collecting feedback from students via surveys at various points of their learning journey was the most
common mechanism training providers used to evaluate student satisfaction with support (and other
aspects related to their learning). While there was considerable variation between these training
providers in terms of when and how often they surveyed students (table 14), almost all do conduct
surveys in addition to the mandatory quality indicator survey.
7
The National Student Outcomes Survey
8
also provides information on student satisfaction with support
services. The most recent data show relatively high student satisfaction with the support services
accessed during online learning, with results ranging from around 75% satisfaction (for qualification part-
completers) to 84% (for qualification completers, short course completers and short course part-
completers) (table 15). Varying proportions of students experienced at least one challenge with online
learning, ranging from 13% (for subject(s) only completers) to 44% (for qualification part-completers).
The survey results indicated that the issues for the students included: unreliable internet at home;
limited digital skills; and lack of support from trainers/teachers/instructors (NCVER 2022).
6
This was also a common barrier to delivering the Certificate II in Skills for Work and Vocational Pathways online.
However, as most of the interviewed training providers were not delivering this qualification online (nor did they intend
to), it has not been discussed in the context of challenges with online training.
7
Under the Data Provision Requirements 2020, all registered training organisations registered with ASQA are required to
ask their students and employers for feedback. A summary of these responses is sent to ASQA every year.
<https://www.asqa.gov.au/rto/responsibilities/data-collection-and-provision/quality-indicator-annual-summary>.
8
The National Student Outcomes Survey is an annual survey of students who completed their vocational education and
training in Australia during the previous calendar year.
Effective teaching practices and student support services in online VET NCVER | 51
Table 14 Timing of student surveys that gather feedback on support and other aspects of training delivery
Time of the survey
Purpose
Survey at the end of each unit
Satisfaction/feedback surveys
Survey at the beginning and end of
each term/semester
Satisfaction/feedback surveys
Surveys at key points in the student
journey
Shortly after enrolment to seek student feedback about:
• the onboarding/orientation process
• how engaged the student is feeling in the course
About a quarter of the way through the course to gain student feedback on:
• trainer knowledge
• if the student knows how to get help
• if the trainer is making the course fun and interesting
• if the student has adequate time to learn before assessment
• if the course is well administered
• if the student is given appropriate feedback
• if the student has the correct learning resources available
Halfway through the course to measure:
• overall satisfaction with training
• satisfaction with support services
• if the training is making the student career-ready
A couple months after course completion to measure:
• if the student gained employment
• if the student felt prepared for employment
• if the student would recommend the training provider
Quarterly surveys
Includes questions about trainers, visit frequencies (for trainees), if the student feels
supported etc.
Survey after an assessment is
handed up
A survey is automatically sent to the student when they submit an assessment
Survey after certain interactions with
trainers/student support officers
Surveys are triggered after certain events, such as logging a ticket for support, or a
phone call with a trainer
Table 15 Experiences and satisfaction with online learning (%)
Qualification
completers
Qualification
part-
completers
Short course
completers
Short course
part-
completers
Subject(s)
only
completers
Undertook online learning
77.4
66.6
61.9
59.7
59.9
Satisfied with support services
(during online learning)
83.9
74.6
83.9
83.7
81.0
Experienced at least one
challenge with online learning
37.6
43.5
17.4
16.9
13.2
Unreliable internet at home
21.2
22.0
19.2
20.7
19.1
Limited digital skills
10.0
10.9
13.5
15.3
11.8
Lack of support from
trainers/teachers/instructors
17.3
23.2
12.6
13.1
15.8
Note: in total, 216 162 VET students responded to the survey.
Source: NCVER (2022).
Effective teaching practices and student support services in online VET NCVER | 52
Trainers’ skills gaps and overcoming
them
Following the transition to online delivery during the COVID-19 pandemic, RTOs described some of the
challenges their trainers had faced when adapting to the online training environment (Hume & Griffin
2022a). Similar findings were found in this current study.
RTOs described instances where some trainers were reluctant to move to online training due to a lack of
understanding of this delivery mode.
So that’s the irony of it. As before he was exposed to it, ‘oh I don’t want to do that crap, that’s too
hard’, but within two weeks of doing it ‘ohh wow, this is the best thing since sliced bread’, so getting
them to engage is difficult. Once they’re engaged, they love it. But it’s that change. The change
management is very difficult.
(Certificate III in Electrotechnology electrician, medium training provider)
Issues such as this raise the question of potential skills gaps in these trainers. When asked about whether
the trainers are appropriately skilled to provide quality support to students learning online, trainers
identified the following as skills gaps in their specific RTOs.
Tech knowledge: IT skills and confidence
A key concern related to trainers’ lack of expertise and confidence in managing the technology. Several
themes emerged:
▪ adapting to a new way of working
You definitely have to be proficient with computers. We found some staff that haven’t worked out,
that’s been one of their downfalls. You need to be able to multitask and on multiple screens and
things like that. (Certificate III in Early Childhood Education and Care, large training provider)
▪ using the technology as a tool rather than letting it control the training
But what we really realised was it was exactly the same as what we were doing before [online vs
face-to-face]. It’s just that we needed to actually learn how to use everything on the online system.
That was more the process. And yeah, being not scared of using the online system as a tool. It’s just
another tool. (Certificate III in Electrotechnology electrician, medium training provider)
▪ relaxing with the use of technology (needing to gain confidence)
Probably another thing [that] the teachers need to learn or be comfortable with is being online, and
so you might be comfortable getting up in front of a class, but actually putting your face online. It’s
something some of our teachers are still to be confident with. They’ll have a Zoom session, but they
may not have their camera on the whole time. So, we’re saying, just put it on. And when some of
them are recording videos, they may do it 10 times over because they keep stuttering or they make a
mistake. And I say to them, don’t worry, if you were in class, you make mistakes, you might stutter or
do whatever. It shows that you are human. We don’t want to come across as robots. We’re not
someone just sitting behind the screen being automatic. We need to show that there is a human
person on the other side of that computer, so it’s getting our teachers used to that and that sort of
methodology as well.
(Certificate III in Early Childhood Education and Care, large training provider)
Effective teaching practices and student support services in online VET NCVER | 53
▪ understanding of LMS functions and capabilities
All [learning management systems] are slightly different, it’s a case-by-case basis. Most frustration is
from trainers who find the LMS isn’t doing what they want.
(Certificate III in Early Childhood Education and Care, medium training provider)
It was also noted that older and more traditional trainers found it challenging to adapt to the online
environment. In addition, they found it difficult to communicate with the (often) younger cohorts in
online delivery due to their lack of technology savviness.
Our other more traditional trainers who have been in the industry for a long time, they might not
meet the needs of this demographic. [The] younger training team are more fluid, and youth are more
responsive to them. [The] younger team moves with the times.
(Certificate II in Skills for Work and Vocational Pathways, medium training provider)
Learner engagement and motivating students
Engaging students and keeping them motivated in learning is a significant challenge in an online
environment, particularly in asynchronous delivery (as discussed earlier). This was identified as a trainer
skills gap by the interviewees.
I would say probably skill gaps in the way of how to get the students more inclined to actually join
and attend a session. So what is the carrot that we can give to the student to do so, and there’s so
many different things you can do. (Certificate III in Fitness, large training provider)
It was noted that trainers tended to need more support with asynchronous delivery as they are generally
more familiar with synchronous delivery, given it is more similar to in-person delivery.
Mental health supports to students
Students’ wellbeing, particularly around mental health, was a key challenge during the pandemic (Forrest
2022). Several training providers in this current study reported that they’ve noticed an increase in
students who are struggling with anxiety and depression, more so than in previous years. As was
discussed previously, identifying and providing such support can be more challenging in the online
learning environment. Indeed, some VET educators indicated that providing the right type of support to
students with mental health issues was a skill gap for themselves, and/or others in their organisations.
I guess the gap that I keep hearing about is about students who have mental health issues and how
they can manage that component because it’s out of their control. It’s not a technical thing but they
still need to be able to support their students through whatever is happening. So, we’ve done
programs like accidental counsellor. We’ve got trainers doing the mental health first-aid to hopefully
get them up to speed with some tools that they can use and to help support them.
(Certificate III in Early Childhood Education and Care, medium training provider)
Support for trainers
Providers described a variety of resources put in place to support trainers in upskilling their proficiency in
online training delivery. Common strategies adopted included:
▪ professional development (PD) sessions, often conducted internally, fortnightly or monthly, online or
face to face. These PD sessions might include addressing the frequent troubleshooting questions that
students contact head office about, LMS support and coaching (Certificate III in Early Childhood
Education and Care, large training provider).
Effective teaching practices and student support services in online VET NCVER | 54
▪ assigning designated teams (such as an LMS support team, for example)
We are forever running professional development sessions with the staff, and we fund some of their
external professional development, where perhaps they might attend webinars or they might attend
industry events, where best practice for online learning based types of things [are presented].
(Certificate IV in Real Estate Practice, medium training provider)
So we had regular study sessions, training sessions available so they could log in to as many as they
wanted to until they felt confident. Also, the compliance team created instruction sheets on nearly
everything they needed to know, really basic instruction sheet set those out. We’re still doing
training. We haven’t stopped.
(Certificate III in Early Childhood Education and Care, large training provider)
We have a quality team that delivers teacher training. So they’re little short sessions, about half an
hour to 45 minutes, can be done during lunch breaks.
(Certificate III in Early Childhood Education and Care, large training provider)
Communication, collaboration and mentoring sessions (both formal and informal) with the experts in
their own teams or organisations were also identified by several educators as a response to help in
minimising skills gaps. Training providers described various strategies to improve collaboration among
their trainers, such as:
▪ allowing trainers to observe senior trainers (Certificate IV in Training and Assessment, medium
training provider)
▪ attending conferences on online training delivery and assessment and relaying the information back to
the teams (Certificate IV in Real Estate Practice, medium training provider)
▪ regular online team catch-ups with all the trainers, irrespective of the subjects they teach, including
trainers in different states (Certificate III in Early Childhood Education and Care, large training
provider).
Additional support mechanisms, such as online forums and digital toolboxes (with ‘how to’ videos, tips
and tricks) have also been developed to help trainers.
Given the increasing use of online delivery, including in blended learning environments, some
interviewees believed that the Certificate IV in Training and Assessment should provide more information
on online delivery, suggesting there would be particular value in including a subject on online training
and assessment in this qualification.
Effective teaching practices and student support services in online VET NCVER | 55
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Effective teaching practices and student support services in online VET NCVER | 57
Appendix A – Methodology
Project approach
The characteristics of teaching approaches and student support services in online delivery were examined
through interviews, with a total of 37 RTOs who deliver at least one of the eight case-study qualifications
identified for this research (table A1). Details on the methodology are provided below.
Selection of case-study qualifications
▪ The selection of qualifications was based on:
o qualifications with relatively high numbers of enrolments and a reasonably even split between
online and classroom-based delivery (although not necessarily applicable to apprenticeships and
traineeships)
o a spread of qualification levels and fields of education/industry areas
o for apprenticeships and traineeships, inclusion of trade and non-trade qualifications
o consultation with project sponsor and project advisory committee.
Additional notes for certain case-study qualifications
▪ Certificate II in Community Pharmacy: although enrolment numbers are not high by comparison with
other qualifications, it has a reasonably even split of online and face-to-face delivery for a certificate
II; high traineeship representation.
▪ Certificate II in Skills for Work & Vocational Pathways: does not have an even split of online and face-
to-face training by comparison with other case-study qualifications (less online delivery). This
qualification was included as the PAC and sponsor expressed an interest in exploring a qualification
with higher equity group representation, and an interest in the foundation skills case study in Hume
and Griffin (2022).
▪ Certificate III in Electrotechnology Electrician: does not have an even split of online and face-to-face
training by comparison with other case-study qualifications (less online delivery). This qualification
was included to provide insight into the suitability of online training delivery in apprenticeships.
Who we spoke with
▪ RTOs that deliver at least one of the case-study qualifications via face-to-face and online delivery
were identified and invited to participate in the study. Several additional RTOs were recruited
through referrals and recommendations.
▪ Interviewees included trainers and assessors, training managers, team leaders, education managers,
and similar.
▪ RTOs were predominantly medium and large, with a few small RTOs.
▪ RTOs were located across Australia but concentrated in the Eastern states.
Effective teaching practices and student support services in online VET NCVER | 58
Table A1 Qualitative interviews
Qualification
No. of
interviews
No. of RTOs
No. of
interviewees
Certificate II in Community Pharmacy
2
3
4
Certificate II in Skills for Work and Vocational Pathways
6
6
6
Certificate III in Early Childhood Education and Care
5
5
6
Certificate III in Electrotechnology Electrician
4
5
5
Certificate III in Fitness
5
5
6
Certificate IV in Real Estate Practice
3
3
4
Certificate IV in Training and Assessment
3
3
3
Diploma of Accounting
4
4
4
Other
3
3
3
Total
5
37
41
Notes: ‘Other’ includes interviews conducted with individuals who did not deliver any of the case-study qualifications but were able to
contribute to the knowledge base around teaching practices and student support for online delivery of VET.
Interviews and data analysis
▪ Interviews were conducted between July and September 2022.
▪ Most interviews were conducted by video (Microsoft Teams) and a small number by phone. They were
45—60 minutes in duration.
▪ Interview transcripts were imported in NVivo (a qualitative data analysis software package). NVivo
was used as a data-management tool and for analysing the interview transcripts.
▪ Interviews were semi-structured with no preconceived ideas of the teaching practices and support
services used for online delivery. Interviewees were asked to describe what they thought constituted
good practice in online delivery and student support (including the characteristics of these) and
probed with further questions to elicit additional detail/information where appropriate. NVivo was
used to code the concepts in each transcript, followed by an iterative process to identify the themes
emerging from the interview data.
Challenges and limitations
▪ Recruitment challenges:
o Consultation fatigue: RTOs are the focus of many research projects.
o Only a small number of RTOs deliver the Certificate II in Community Pharmacy.
▪ The case-study qualifications in this qualitative study are not intended to be representative of all VET
qualifications.
▪ The small number of interviews per case-study qualification means that these examples are not
necessarily representative of how all RTOs deliver these qualifications.
▪ The student perspective on good practice online teaching and student support was not in scope for
this project. This would be worthy of future research.
Effective teaching practices and student support services in online VET NCVER | 59
Appendix B – Delivery of subjects
associated with case-study
qualifications
Table B1 Subject enrolments in the Certificate II Community Pharmacy, 2019–21
1
2019
2020
2021
N
%
N
%
N
%
Delivery mode
No online delivery
2
2 344
45.60
1 953
33.15
1 718
28.54
Online only
1 543
30.02
2 557
43.40
2 412
40.07
Online in combination with another mode (blended)
3
1 219
23.72
1 381
23.44
1 866
31.00
Not applicable (RPL or credit transfer)
34
0.66
1
0.02
24
0.40
Gender
Males
387
7.53
465
7.89
580
9.63
Females
4 563
88.77
5 410
91.82
5 438
90.33
Other
0
0.00
0
0.00
0
0.00
Not known
190
3.70
17
0.29
2
0.03
Indigenous status
Indigenous
415
8.07
308
5.23
313
5.20
Non-Indigenous
4 316
83.97
5 320
90.29
5 444
90.43
Not known
409
7.96
264
4.48
263
4.37
Disability status
With a disability
562
10.93
595
10.10
547
9.09
Without a disability
3 992
77.67
4 892
83.03
5 145
85.47
Not known
586
11.40
405
6.87
328
5.45
English-speaking background (based on country of birth)
English-speaking background countries
3 804
74.01
4 773
81.01
4 818
80.03
Non-English-speaking background countries
865
16.83
823
13.97
1 032
17.14
Not known
471
9.16
296
5.02
170
2.82
Total
5 140
100.00
5 892
100.00
6 020
100.00
Notes: 1. Table includes domestic students only.
2. The category ‘no online delivery’ combines the delivery modes of internal only, workplace-based only, and combination of
internal and workplace-based.
3. The category ‘online in combination with another delivery mode’ includes the delivery modes of combination of internal and
external, combination of external and workplace-based, and combination of all modes.
Source: NCVER Total VET Students and Courses, 2019−21.
Effective teaching practices and student support services in online VET NCVER | 60
Table B2 Subject enrolments in the Certificate II in Skills for Work and Vocational Pathways, 2019–23
1
2019
2020
2021
N
%
N
%
N
%
Delivery mode
No online delivery
2
377 961
92.24
389 307
87.54
409 722
88.54
Online only
20 130
4.91
30 333
6.82
31 212
6.74
Online in combination with another mode (blended)
3
10 540
2.57
23 232
5.22
21 043
4.55
Not applicable (RPL or credit transfer)
1 137
0.28
1 836
0.41
786
0.17
Gender
Males
207 154
50.55
236 851
53.26
246 155
53.19
Females
180 193
43.97
206 741
46.49
214 610
46.38
Other
224
0.05
233
0.05
692
0.15
Not known
22 197
5.42
883
0.20
1 306
0.28
Indigenous status
Indigenous
44 345
10.82
47 400
10.66
52 311
11.30
Non-Indigenous
309 094
75.43
365 182
82.12
383 699
82.91
Not known
56 329
13.75
32 126
7.22
26 753
5.78
Disability status
With a disability
34 970
8.53
32 564
7.32
37 111
8.02
Without a disability
330 080
80.55
370 500
83.31
391 451
84.59
Not known
44 718
10.91
41 644
9.36
34 201
7.39
English-speaking background (based on country of birth)
English-speaking background countries
348 571
85.07
392 618
88.29
412 178
89.07
Non-English-speaking background countries
24 655
6.02
22 088
4.97
22 250
4.81
Not known
36 542
8.92
30 002
6.75
28 335
6.12
Total
409 768
100.00
444 708
100.00
462 763
100.00
Notes: 1. Table includes domestic students only.
2. The category ‘no online delivery’ combines the delivery modes of internal only, workplace-based only, and combination of
internal and workplace-based.
3. The category ‘online in combination with another delivery mode’ includes the delivery modes of combination of internal and
external, combination of external and workplace-based, and combination of all modes.
Source: NCVER Total VET Students and Courses, 2019−21.
Effective teaching practices and student support services in online VET NCVER | 61
Table B3 Subject enrolments in the Certificate III in Fitness, 2019–23
1
2019
2020
2021
N
%
N
%
N
%
Delivery mode
No online delivery
2
124 695
38.68
137 566
37.91
75 617
18.00
Online only
76 638
23.77
84 089
23.18
139 640
33.23
Online in combination with another mode (blended)
3
115 518
35.83
136 687
37.67
199 621
47.51
Not applicable (RPL or credit transfer)
5 566
1.73
4 491
1.24
5 315
1.26
Gender
Males
166 761
51.72
190 118
52.40
221 105
52.62
Females
152 096
47.17
171 789
47.35
197 730
47.06
Other
123
0.04
71
0.02
403
0.10
Not known
3 437
1.07
855
0.24
955
0.23
Indigenous status
Indigenous
322 417
100.00
362 833
100.00
420 193
100.00
Non-Indigenous
260 840
80.90
322 213
88.80
376 059
89.50
Not known
47 454
14.72
26 176
7.21
27 675
6.59
Disability status
With a disability
13 043
4.05
15 004
4.14
18 245
4.34
Without a disability
256 754
79.63
317 555
87.52
371 031
88.30
Not known
52 620
16.32
30 274
8.34
30 917
7.36
English-speaking background (based on country of birth)
English-speaking background countries
260 954
80.94
310 092
85.46
359 197
85.48
Non-English-speaking background countries
25 218
7.82
27 942
7.70
33 469
7.97
Not known
36 245
11.24
24 799
6.83
27 527
6.55
Total
322 417
100.00
362 833
100.00
420 193
100.00
Notes: 1. Table includes domestic students only.
2. The category ‘no online delivery’ combines the delivery modes of internal only, workplace-based only, and combination of
internal and workplace-based.
3. The category ‘online in combination with another delivery mode’ includes the delivery modes of combination of internal and
external, combination of external and workplace-based, and combination of all modes.
Source: NCVER Total VET Students and Courses, 2019−21.
Effective teaching practices and student support services in online VET NCVER | 62
Table B4 Subject enrolments in the Certificate III in Early Childhood Education and Care, 2019–23
1
2019
2020
2021
N
%
N
%
N
%
Delivery mode
No online delivery
2
291 351
59.24
239 511
48.48
279 659
48.52
Online only
77 490
15.76
96 258
19.48
102 219
17.73
Online in combination with another mode (blended)
3
121 014
24.61
156 545
31.68
191 718
33.26
Not applicable (RPL or credit transfer)
1 968
0.40
1 758
0.36
2 833
0.49
Gender
Males
20 781
4.23
20 789
4.21
23 180
4.02
Females
465 434
94.63
471 985
95.53
551 375
95.65
Other
47
0.01
53
0.01
140
0.02
Not known
5 561
1.13
1 245
0.25
1 734
0.30
Indigenous status
Indigenous
31 925
6.49
29 757
6.02
30 801
5.34
Non-Indigenous
434 868
88.42
443 043
89.67
521 683
90.50
Not known
25 030
5.09
21 272
4.31
23 945
4.15
Disability status
With a disability
40 743
8.28
41 122
8.32
46 831
8.12
Without a disability
411 002
83.57
415 513
84.10
485 903
84.30
Not known
40 078
8.15
37 437
7.58
43 695
7.58
English-speaking background (based on country of birth)
English-speaking background countries
324 831
66.05
334 211
67.64
385 096
66.81
Non-English-speaking background countries
140 549
28.58
136 804
27.69
164 111
28.47
Not known
26 443
5.38
23 057
4.67
27 222
4.72
Total
491 823
100.00
494 072
100.00
576 429
100.00
Notes: 1. Table includes domestic students only.
2. The category ‘no online delivery’ combines the delivery modes of internal only, workplace-based only, and combination of
internal and workplace-based.
3. The category ‘online in combination with another delivery mode’ includes the delivery modes of combination of internal and
external, combination of external and workplace-based, and combination of all modes.
Source: NCVER Total VET Students and Courses, 2019−21.
Effective teaching practices and student support services in online VET NCVER | 63
Table B5 Subject enrolments in the Certificate III Electrotechnology (Electrician), 2019–21
1
2019
2020
2021
N
%
N
%
N
%
Delivery mode
No online delivery
2
145 682
65.89
145 169
64.12
166 864
64.46
Online only
1 590
0.72
566
0.25
305
0.12
Online in combination with another mode (blended)
3
66 953
30.28
69 609
30.75
76 706
29.63
Not applicable (RPL or credit transfer)
6 890
3.12
11 048
4.88
14 972
5.78
Gender
Males
212 625
96.16
216 647
95.70
247 240
95.52
Females
7 985
3.61
9 212
4.07
11 095
4.29
Other
0
0.00
4
0.00
133
0.05
Not known
505
0.23
529
0.23
379
0.15
Indigenous status
Indigenous
6 949
3.14
7 079
3.13
8 291
3.20
Non-Indigenous
208 737
94.40
213 415
94.27
242 612
93.73
Not known
5 429
2.46
5 898
2.61
7 944
3.07
Disability status
With a disability
5 394
2.44
5 318
2.35
6 243
2.41
Without a disability
207 410
93.80
214 045
94.55
242 427
93.66
Not known
8 311
3.76
7 029
3.10
10 177
3.93
English-speaking background (based on country of birth)
English-speaking background countries
199 280
90.13
204 563
90.36
233 776
90.31
Non-English-speaking background countries
16 223
7.34
18 011
7.96
21 557
8.33
Not known
5 612
2.54
3 818
1.69
3 514
1.36
Total
221 115
100.00
226 392
100.00
258 847
100.00
Notes: 1. Table includes domestic students only.
2. The category ‘no online delivery’ combines the delivery modes of internal only, workplace-based only, and combination of
internal and workplace-based.
3. The category ‘online in combination with another delivery mode’ includes the delivery modes of combination of internal and
external, combination of external and workplace-based, and combination of all modes.
Source: NCVER Total VET Students and Courses, 2019−21.
Effective teaching practices and student support services in online VET NCVER | 64
Table B6 Subject enrolments in the Certificate IV Real Estate, 2019–23
1
2019
2
2020
2021
N
%
N
%
N
%
Delivery mode
No online delivery
3
-
-
3 084
8.21
29 670
15.59
Online only
-
-
18 469
49.16
107 729
56.61
Online in combination with another mode (blended)
4
-
-
10 679
28.43
42 886
22.54
Not applicable (RPL or credit transfer)
-
-
5 335
14.20
10 004
5.26
Gender
Males
-
-
16 835
44.81
83 958
44.12
Females
-
-
20 038
53.34
101 571
53.38
Other
-
-
90
0.24
192
0.10
Not known
-
-
604
1.61
4 568
2.40
Indigenous status
Indigenous
-
-
592
1.58
5 523
2.90
Non-Indigenous
-
-
33 397
88.90
163 880
86.12
Not known
-
-
3 578
9.52
20 886
10.98
Disability status
With a disability
-
-
869
2.31
5 538
2.91
Without a disability
-
-
34 352
91.44
155 208
81.56
Not known
-
-
2 346
6.24
29 543
15.53
English-speaking background (based on country of birth)
English-speaking background countries
-
-
24 275
64.62
129 412
68.01
Non-English-speaking background countries
-
-
8 883
23.65
44 726
23.50
Not known
-
-
4 409
11.74
16 151
8.49
Total
-
-
37 567
100.00
190 289
100.00
Notes: 1. Table includes domestic students only.
2. No enrolments were recorded in 2019 as this qualification superseded several older qualifications that were not equivalent.
3. The category ‘no online delivery’ combines the delivery modes of internal only, workplace-based only, and combination of
internal and workplace-based.
4. The category ‘online in combination with another delivery mode’ includes the delivery modes of combination of internal and
external, combination of external and workplace-based, and combination of all modes.
Source: NCVER Total VET Students and Courses, 2019−21.
Effective teaching practices and student support services in online VET NCVER | 65
Table B7 Subject enrolments in the Certificate IV Training and Assessment, 2019–23
1
2019
2020
2021
N
%
N
%
N
%
Delivery mode
No online delivery
2
110 092
35.70
90 012
35.76
82 276
30.94
Online only
57 204
18.55
65 164
25.89
67 018
25.20
Online in combination with another mode (blended)
3
117 306
38.04
85 853
34.11
106 207
39.94
Not applicable (RPL or credit transfer)
23 783
7.71
10 671
4.24
10 420
3.92
Gender
Males
152 330
49.40
115 917
46.05
121 771
45.79
Females
147 929
47.97
129 821
51.58
141 013
53.03
Other
70
0.02
73
0.03
160
0.06
Not known
8 056
2.61
5 889
2.34
2 977
1.12
Indigenous status
Indigenous
7 998
2.59
5 941
2.36
7 237
2.72
Non-Indigenous
263 150
85.33
210 129
83.48
235 000
88.37
Not known
37 237
12.07
35 630
14.16
23 684
8.91
Disability status
With a disability
10 712
3.47
9 644
3.83
11 275
4.24
Without a disability
260 148
84.36
212 256
84.33
225 092
84.65
Not known
37 525
12.17
29 800
11.84
29 554
11.11
English-speaking background (based on country of birth)
English-speaking background countries
243 953
79.11
183 805
73.03
203 335
76.46
Non-English-speaking background countries
33 598
10.89
31 426
12.49
40 748
15.32
Not known
30 834
10.00
36 469
14.49
21 838
8.21
Total
308 385
100.00
251 700
100.00
265 921
100.00
Notes: 1. Table includes domestic students only.
2. The category ‘no online delivery’ combines the delivery modes of internal only, workplace-based only, and combination of
internal and workplace-based.
3. The category ‘online in combination with another delivery mode’ includes the delivery modes of combination of internal and
external, combination of external and workplace-based, and combination of all modes.
Source: NCVER Total VET Students and Courses, 2019−21.
Effective teaching practices and student support services in online VET NCVER | 66
Table B8 Subject enrolments in the Diploma of Accounting, 2019–23
1
2019
2020
2021
N
%
N
%
N
%
Delivery mode
No online delivery
2
5 014
57.64
4 328
37.16
2 733
24.29
Online only
2 277
26.18
5 033
43.21
5 975
53.11
Online in combination with another mode (blended)
3
1 184
13.61
1 864
16.00
2 448
21.76
Not applicable (RPL or credit transfer)
224
2.58
423
3.63
95
0.84
Gender
Males
2 406
27.66
3 370
28.93
2 753
24.47
Females
6 254
71.89
8 258
70.90
8 381
74.49
Other
10
0.11
1
0.01
3
0.03
Not known
29
0.33
19
0.16
114
1.01
Indigenous status
Indigenous
117
1.34
221
1.90
210
1.87
Non-Indigenous
8 272
95.09
10 880
93.41
10 205
90.70
Not known
310
3.56
547
4.70
836
7.43
Disability status
With a disability
607
6.98
830
7.13
807
7.17
Without a disability
7 632
87.73
10 257
88.06
9 466
84.13
Not known
460
5.29
561
4.82
978
8.69
English-speaking background (based on country of birth)
English-speaking background countries
5 007
57.56
6 751
57.96
6 760
60.08
Non-English-speaking background countries
3 630
41.73
4 568
39.22
4 047
35.97
Not known
62
0.71
329
2.82
444
3.95
Total
8 699
100.00
11 648
100.00
11 251
100.00
Notes: 1. Table includes domestic students only.
2. The category ‘no online delivery’ combines the delivery modes of internal only, workplace-based only, and combination of
internal and workplace-based.
3. The category ‘online in combination with another delivery mode’ includes the delivery modes of combination of internal and
external, combination of external and workplace-based, and combination of all modes.
Source: NCVER Total VET Students and Courses, 2019−21.
National Centre for Vocational Education Research
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