Journal/conference papers

Online Enabling Courses and Programs

This document is a working list of published papers that discuss online enabling education in Australia. Some of these papers refer to cohorts that include both online and on-campus students, while others specifically discuss online delivery.

All additions are welcome. Please contact Evonne if you would like to add an entry.

Other Useful Articles

This section contains a selection of articles broadly related to online teaching and learning in higher education. Please note that some articles are behind a paywall and may need to accessed via an institutional account with a publisher or database.

Teaching strategies and student support

Henry, J. & Meadows, J. (2008). An absolutely riveting online course: nine principles for excellence in web-based teaching. Canadian Journal of Learning and Technology, 34(1). Retrieved from

McDougall, J., & Holden, H. (2017). The silence about oral presentation skills in distance and online education: New perspectives from an Australian university preparatory program, Open Learning: The Journal of Open, Distance and e-Learning, published online 19 April, 1–14. Retrieved from

McDougall, J. (2015). The quest for authenticity: A study of an online discussion forum and the needs of adult learners. Australian Journal of Adult Learning, 55(1), 94–113. Retrieved from

McDougall, J., Holden, H., & Danaher, G. (2012). Pedagogy of hope: The possibilities for social and personal transformation in an Academic Language and Learning curriculum. Journal of Academic Language and Learning, 6(3), 59–69. Retrieved from

Salmon, G. (2007). 80:20 for e-moderators. cms-journal, 29, 39–43. Retrieved from

Shillington, S., Brown, M., MacKay, A., Paewai, S., Suddaby, G. & White, F. (2012). Avoiding the goulash: closing gaps and bridging distances. Open Learning: The Journal of Open, Distance and e-Learning, 27(1), pp.65–80. Retrieved from

Weller, M. de losArcos, B., Farrow, R., Pitt, B. & McAndrew, P. (2015). The impact of OER on teaching and learning practice. Open Praxis, 7(4), pp 351–361. Retreived from

Wiesenberg, F. & Stacey, E. (2005). Reflections on teaching and learning online: Quality program design, delivery and support issues from a cross‐global perspective. Distance Education, 26(3), 385–404. Retrieved from

Zammit, B. (2010). Transition Pedagogy and core foundation units: a case study. Paper presented at 16th International First Year in Higher Education Conference, Wellington, New Zealand, 7–10 July, 2013. Retrieved from

Instructional design and learning theory

Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning (pp.3-31). Athabasca, Canada: Athabasca University. Retrieved from

Christensen, T. K. (2008). The role of theory in instructional design: Some views of an ID practitioner. Performance Improvement, 47(4), 25–32. Retrieved from

Ertmer, P. A. & Newby, T. J. (2013). Behaviourism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71. Retrieved from

Retention and ‘barriers’ in online learning

Bennett, A., Hodges, B., Kavanagh, K., Fagan, S., Hartley, J. & Schofield, N. (2012). “ Hard” and “soft” aspects of learning as investment: Opening up the neo-liberal view of a programme with “high” levels of attrition. Widening Participation and Lifelong Learning, 14(3), 141–157. Retrieved from

Brown, M., Hughes, H., Shillington, S., Keppell, M., Hard, N. & Smith, L. (2012). Superficial social inclusion? Reflections from first-time distance learners. A Practice Report. The International Journal of the First Year in Higher Education, 3(2), 73–80. Retrieved from

Greenland, S. J. & Moore, C. (2014). Patterns of student enrolment and attrition in Australian open access online education: a preliminary case study. Open Praxis, 6(1), 45–54. Retrieved from

Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19-42. Retrieved from

Hewitt, L. & Rose-Adams, J. (2012). What “retention” means to me: The position of the adult learner in student retention. Widening Participation and Lifelong Learning, 14(special issue), 146-164. Retrieved from

Simpson, O. (2010). “22% – can we do better?” – The CWP Retention Literature Review Final Report, Centre for Widening Participation, The Open University. Retrieved from

Willems, J. (2005). Flexible learning: Implications of “when-ever”, “where-ever” and “what-ever.” Distance Education, 26(3), 429–435. Retrieved from

EdTech in practice

Henderson, M. & Phillips, M. (2015). Video-based feedback on student assessment: Scarily personal. Australasian Journal of Educational Technology, 31(1), 51-66. Retrieved from

Jackson, V. (2012). The use of a social networking site with pre-enrolled Business School students to enhance their first year experience at university, and in doing so, improve retention. Widening Participation and Lifelong Learning, 14(special issue), 25–42. Retrieved from

Rogerson-Revell, P., Nie, M. & Armellini, A. (2012). An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning applied linguistics and TESOL programme. Open Learning: The Journal of Open, Distance and e-Learning, 27(2), 103–119. Retrieved from

Spies, M. (2011). Engaging the online learner: Student reactions to the use of audio podcasts in off campus courses. Paper presented at Ascilite 2011 Conference, Changing Demands, Changing Directions, Hobart, Australia, 4-7 December, 2011, 1167–1177. Retrieved from

Sector overviews

Allen, I. E. & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Babson Park, MA: The Babson Survey Research Group. Retrieved from

Norton, A. (2013). The Online Evolution: When Technology Meets Tradition in Higher Education. Grattan Institute. Retrieved from


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