Authored by Sheila Hume, Tabatha Griffin and Upekha Andrahannadi, it concludes that there are five key features in common. These are:<\/p>\n

First, simplicity, clarity and consistency of purpose are needed. To achieve this, educators highlighted the need for user friendly technologies, the provision of relevant and timely information and clear instructions to students and, in addition, providing learning resources that are \u201ctask-oriented, clear and concise, intuitive and easy to navigate.\u201d<\/p>\n

Second, the delivery of effective online teaching requires developing varied and engaging learning materials that accommodate different student learning styles and their differing language, literacy and numeracy (LLN) and digital literacy levels. Learning materials also need to be contextualised, including through workplace simulation. Providing small \u2018bites\u2019 of learning (micro-learning) helps too. Finally, the materials need to ensure \u201ctraining package and\/or legislative requirements are met, as well as the additional industry expectations over and above those requirements.\u201d<\/p>\n

Third, strong communication and engagement strategies are needed to combat learner isolation, \u201cwhich can occur in online delivery.\u201d Methods of communication and engagement need to be varied, depending on the delivery mode and whether training is synchronous or asynchronous. The report notes that:<\/p>\n

\u201cCommunication 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 \u2018filling the gaps\u2019 in slides.\u201d<\/p>\n

However, asynchronous \u201cself-paced courses required different communication and engagement strategies and include: 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.\u201d<\/p>\n

Fourth, flexibility is needed, and this is described in terms of \u201cscheduling live training sessions to ensure they worked around students\u2019 work schedules and\/or personal commitments,\u201d and \u201cshifting due dates in response to students\u2019 needs.\u201d Finally, flexibility involves \u201cresponding to individual student needs, including providing in-person options where possible if challenges arise.\u201d<\/p>\n

Finally, effective student support, services and facilities are needed to help \u201cfacilitate student completion and to deliver learning outcomes that meet the needs of both students and industry.\u201d The research found that \u201cbest practice involved proactive provision, while being individualised, flexible and responsive to students\u2019 needs.\u201d<\/p>\n