Online delivery

Risk overview

While online VET has gained a level of acceptance as a legitimate mode of delivery, risk remains around the delivery of some courses in digital learning environments, particularly in relation to the student experience, trainer and assessor support, and the effectiveness of practical skill development for high-risk courses. 

Key points from research

1. Total VET activity data shows the number of courses delivered online increased by about 24% during the COVID-19 pandemic, with online subject enrolments showing a steady sustained growth from almost 23% in 2019 to more than 38% in 2022.
2. Risks relating to inadequate support and low volumes of learning delivered to online students continue to feature highly in complaints we receive. 
3. Online delivery may condense or dilute learning content, compromising the depth and quality of students’ education.
4. Assessment of practical skills in an online environment may not translate to real-world capabilities.
5. Online platforms may lack the personalised support and interactive guidance critical for effective learning.

Our regulatory response

Our regulatory activity is focusing on those providers that deliver online courses that are not suited to this mode of delivery, that offer insufficient support to online students or where online delivery does not meet quality or quantity standards. 

We are:

• educating and monitoring providers to ensure that they understand and meet their obligations – in particular:
  • giving accurate and accessible information about mode/s of delivery to prospective students – particularly, that the information, whether disseminated directly by the RTO or on its behalf, is both accurate and factual, and accurately represents the services it provides (Standard 4.1 (a)) in relation to blended learning or learning fully online
  • ensuring that trainers undertake professional development in the fields of knowledge and practice of vocational training, learning and assessment (where appropriate, taking account of the digital literacy skills of trainers and assessors) (Clause 1.16) and support RTOs to self-assure their practice in complying with this standard 
  • ensuring each learner is properly informed, protected and supported when considering and undertaking blended learning or learning fully online including, where appropriate, the suitability of any proposed use of asynchronous (self-paced) learning.
• ensuring compliance with English language qualifications delivered under the ESOS Act that cannot be delivered fully online because of the importance of cultural immersion in achieving the learning outcomes
• considering the risks associated with delivering online learning and the self-assurance systems in place to assure quality outcomes for online or blended delivery when considering the overall level of risk for an applicant or registered provider, and the broad range of regulatory approaches to respond to the relevant risks identified
• applying a range of escalating actions, including issuing sanctions in response to non-compliance.