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Online learning in Australian higher education: Opportunities, challenges and transformations


Higher education is being rapidly transformed by the growth in online learning, with an increasing number of universities worldwide offering degree programs in online, distance modes of study. Australian education has a long history of 'distance education', primarily offered by regional universities. With the digital communication advances of the 21st century, traditional 'correspondence' study has transformed into online learning, with many more universities, both metropolitan and regional, offering undergraduate degree programs that can be completed entirely online. While this can provide a significant opportunity for further widening of participation in higher education, Australian and international research indicates that much needs to be done to improve the higher attrition rates currently associated with online learning. This paper draws on the findings of three separate yet related Australian research projects, to compare student and staff perspectives on ways to improve outcomes in online learning.

Published: 2019-08-09
Pages:1 to 11
Section:Invited Feature
How to Cite
Stone, C. (2019). Online learning in Australian higher education: Opportunities, challenges and transformations. Student Success, 10(2), 1-11.

Author Biography

National Centre for Student Equity in Higher Education/University of Newcastle
Australia Australia

Cathy Stone is an independent consultant and researcher in the field of higher education student equity, retention and success.  She is a Conjoint Associate Professor in Social Work at the University of Newcastle, Australia and an Adjunct Fellow with the National Centre for Student Equity in Higher Education at Curtin University. Cathy has spent much of her career developing and managing student support and success strategies for both on-campus and online students. Her research and publications focus particularly on the experiences of mature-age, first-in-family and online students.

Open Access Journal
ISSN 2205-0795