© Commonwealth of Australia 2007
The Australian Flexible Learning Framework (the Framework) has established a set of 12 e-learning indicators that can be used to assess the uptake, use and impact of e-learning in Australia’s vocational education and training system(VET). These indicators can be adapted and used by individual education and training providers and State Training Authorities to establish their own organisational goals and benchmarks for e-learning.
The E-learning Benchmarking Project is an initiative of the Framework. From 2005 it has undertaken annual national surveys of the uptake and use of e-learning by employers, training organisations, VETstudents and VET teachers. The surveys illustrate trends in the uptake and impact of e-learning on skills and employment and the use of e-business services. The 2007 survey results are now available.
The E-learning Benchmarking Project has also developed templates and tools to support training organisations to gather data on e-learning and benchmark their e-learning outcomes.
Strategies arebeing pursued to embed the e-learning indicators into national and ongoing data collection processes to allow the longer-term capture and use of relevant information on e-learning uptake and impact.
In 2004 the Flexible Learning Advisory Group (FLAG) sought to identify a small set of indicators that could be used to measure the uptake and use of e-learning and e-business inthe national vocational education and training (VET) system and measure the impact of e-learning on VET clients and VET providers.
An environmental scan of Australian and international research and education agencies identified approximately 250 potential indicators of e-learning. Through consultation over a period of months these were progressively reduced to produce a short list of twelveindicators which best address issues related to the uptake, use and impact of e-learning.
Primary indicators of e-learning
Six indicators demonstrate the uptake and outcome of e-learning in the VET system.
1. % of VET unit enrolments that use e-learning.
2. % of VET providers offering units that use e-learning.
3. % of VET learners who through e-learning have increased skills and confidencein using information and communication technology (ICT).
4. % of VET learners who through e-learning have or expect to have improved employment outcomes.
5. % of VET clients who believe e-learning and e-business gave them flexibility in when, where and how they engaged with VET.
6. Client satisfaction with e-learning experiences in VET.
Three indicators are relatedto the uptake and impact of e-business.
7. % of VET providers offering e-business client, support and administrative services.
8. % of VET clients using e-business client, support and administrative services offered by providers.
9. Client satisfaction with e-business experiences in VET.
Teaching and training practices
Three indicators are related to the uptake, use and outcomes ofe-learning on VET teachers and trainers.
10. % of VET teachers/trainers delivering units that use e-learning.
11. % of VET teachers/trainers who through e-learning have changed teaching practices in the design, development and delivery of units.
12. % of VET teachers/trainers who believe increased access to e-learning resources has improved teaching and learning outcomes.
The process forcapturing information against each indicator has been fully documented in a report on National e-learning Indicators. The more substantial list of Other e-learning Indicators is also made available to support training organisations and VET programs looking for indicators specifically relevant to their e-learning and e-business initiatives.
Survey Results 2007
The 2007 E-learning Benchmarking Project...