In conjunction with the arrival of emerging technologies, many universities are encouraging their educators to rethink and reframe their teaching approaches and delivery methods. Integrating different types of media to enhance delivery of subject materials to higher education students is growing in national and international importance. As a response to the technology-enhanced approach, a more student-centered experience that actively engages students is promoted. This paper focuses on student perceptions of the value of online videos in relation to their learning and reports on interviews conducted with students in a rural and remote university in Australia. It provides a clear voice on their views concerning the benefits, and challenges of online video use, along with any positive or negative suggestions regarding their experience of the technology.

The 2016 Good University Guide demonstrated that Australian rural and regional universities are outperforming more established, and highly internationally ranked city peers in relation to student perceptions of the quality of teaching that they experience. Recently, many universities have encouraged academic staff to rethink the delivery method for subjects and give consideration to the further development of significant online components. Lecturers at rural and regional universities are increasingly encouraged and supported to include a variety of online resources in their subjects and to explore the use of promising methods such as the ‘flipped classroom’. The ‘flipped classroom’ is an innovative pedagogical approach and is a technique that has garnered a lot of attention among school-based and tertiary educators. It is important to identify what influences successful implementation of information and communications technology (ICT) for augmented learning in the context of the flipped classroom. This paper briefly outlines aspects of the flipped classroom approach and looks at how the school of Education, in a regional Australian university servicing rural and remote areas, in particular, is integrating this approach in their pedagogy. This paper reports on interviews conducted with the lecturers at the university about their views, understanding, and challenges of the learning and teaching environment in a flipped classroom approach. This paper also reports the lecturers’ perception of student learning when a ‘flipped classroom’ approach is adopted. As a variant of blended learning and an innovative pedagogical approach, it was found that the flipped classroom approach has gathered a lot of attention and challenges among university lecturers.

This paper provides a contextual overview of Net Generation students at a rural university in a tropical Australian location. It then provides a discussion based on the interview responses of eleven students studying either Education or Psychology in relation to their perceptions concerning the contribution that digital video makes to their engagement with subjects. It was concluded that the students perceive that digital video can make a substantial contribution to subject engagement if the videos are relevant, concise and interesting and are supplemented with effective pedagogy and classroom interaction and discussion.

Computers, mobile devices and the Internet have enabled a learning environment described as online learning or a variety of other terms such as e-learning. Researchers believe that online learning has become more complex due to learners’ sharing and acquiring knowledge at a variety of remote locations, in a variety of modalities. However, advances in technology and the integration of ICT with teaching and learning settings have quickened the growth of online learning and importantly have changed ways of learning and course delivery. Hence, there is a need to weave together the ICT experience of teachers to integrate ICT for appropriate and augmented learning.

This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.

Computers, mobile devices and the Internet have enabled a learning environment described as online learning or a variety of other terms such as e-learning. Researchers believe that online learning has become more complex due to learners’ sharing and acquiring knowledge at a variety of remote locations, in a variety of modalities. However, advances in technology and the integration of ICT with teaching and learning settings have quickened the growth of online learning and importantly have changed ways of learning and course delivery. Hence, there is a need to weave together the ICT experience of teachers to integrate ICT for appropriate and augmented learning.