• Australian Flexible Learning Framework
• Australian Flexible Learning Framework

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15 December 2008According to the 2008-2011 Australian Flexible Learning Framework, 'we are on the verge of an era in which e?learning will be mainstreamed across the vocational education and training system.' That era has come.

The Framework?s annual E-?learning Benchmarking Survey 2 shows the uptake of e?-learning in vocational education and training (VET) continues to increase. The sophistication and diversity of use of technologies in delivery and support of VET learning continues to increase. The provision of e-?business services by training providers and the use of these services by VET clients are also increasing. Students report that effective use of technology provides flexibility of delivery, more engaging learning and valuable job-?related skills. A blended VET learning experience is now not just the norm but the expectation of most VET students, teachers and trainers.

The latest results from the 2008 E-?learning Benchmarking Survey of registered training organisations (RTOs) shows that 36% of all VET activity now formally involves e?-learning (on average across all states/territories and provider types). This continues an upward trend which has seen e-?learning grow from around 3?4% of all VET unit enrollments in 2003-?2004. The survey of VET students, teachers and trainers indicate that e?-learning approaches are now mainstream in VET teaching, communication and assessment. Eighty ?eight percent of VET teachers and 91% of VET students now say that their VET experience includes at least some online access to and downloading of learning materials and resources, remote and/or classroom use of multimedia interactive learning resources, electronic submission of work, online assessment, and/or even the use of web 2.0, mobile and voice technologies.

Yet while the majority of VET students, teachers and trainers report some use of e?-learning (which varies from ?a lot? to ?a little? depending on the skills and experience of the teachers and students, the vocational area, and the level of access to computers and the internet and e?-learning resources), the blend is not yet where the demand from students suggests it might be. Furthermore, e?-learning and the provision of e-?business services is far from universal.