Combined

Learning designed around you, in the settings where learning works best.

Combined courses are designed as a coherent, phased learning experience that integrates structured online learning with planned, high-value on-campus learning. Online phases provide flexibility and guided preparation. On-campus phases are used intentionally for learning experiences that genuinely benefit from physical co-presence, specialist facilities, supervised practice and relationship-rich engagement.

This model supports students who value the flexibility of online learning while also benefiting from immersive, in-person learning experiences delivered through intensives or scheduled campus sessions.

Combined Model Flyer

What distinguishes this model

This model is characterised by:

  • Intentional, coherent sequencing across online and on-campus phases
  • Online phases that build foundational knowledge through structured, flexible learning and guided interaction
  • Campus attendance required only where strong curriculum drivers justify it
  • A planned cycle that prepares students online, extends learning on campus, and consolidates afterwards
  • Teaching presence designed for continuity across phases
  • Assessment intentionally sequenced across phases to provide coherent evidence of learning
  • WIL preparation, engagement and reflection aligned to phases
  • Continuous support across phases so students don’t have to “start again” when switching modes

Learning design standards

Combined learning is intentionally designed so students experience one coherent learning journey, not two disconnected modes.

In practice:

  • Combined learning requires intentional, coherent sequencing across online and on-campus phases
  • Online phases build foundational knowledge through structured, flexible, self-paced learning and guided interaction
  • On-campus time is reserved for high-value activities that genuinely require physical co-presence or specialist facilities
  • Campus attendance is required only where curriculum drivers justify immersive, experiential or hands-on learning
  • Cognitive, social and teaching presence are cultivated across both phases, each strengthening the other
  • The phased structure deepens engagement by preparing students online and extending learning through rich on-campus experiences

Combined courses integrate asynchronous and synchronous online learning with scheduled on-campus learning, delivered through intensives or regular campus sessions.

In practice:

  • Combined courses integrate asynchronous, synchronous and on-campus learning in a coherent, phased structure
  • Asynchronous online phases provide flexible, self-paced learning that builds foundational understanding
  • Synchronous online sessions offer real-time clarification, interaction and collaborative engagement
  • On-campus phases are reserved for hands-on, experiential and collaborative learning that requires co-presence
  • The phased cycle deepens learning by preparing students online, extending learning on campus, and consolidating it afterwards
  • Campus schedules are communicated early to support student planning for intensives or regular attendance

Campus attendance is planned and purposeful, focused on activities that gain value from co-presence and specialist environments.

In practice:

  • Campus attendance is planned, intentional and focused on high-value learning experiences
  • Students receive clear, timely communication about expectations, preparation, locations and session purpose
  • On-campus time centres on practical skill development that benefits from physical co-presence
  • Specialised regional facilities enable authentic, hands-on, professionally oriented learning
  • Advance guidance helps students understand what skills they will develop and how to engage purposefully

Students are supported to navigate both online and on-campus environments and to manage transitions between learning phases.

In practice:

  • Students require explicit support to navigate both online and on-campus learning environments
  • Transition support prepares students for shifting between asynchronous, synchronous and campus-based phases
  • Students receive clear, timely information before classes commence about expectations, attendance requirements and phased learning structures
  • Skills such as time management, digital literacy, independent study and planning for campus attendance are essential
  • Preparedness is supported through whole-of-institution, wraparound strategies across the student lifecycle
  • Relationship-rich touchpoints across both modes build continuity, belonging and equitable foundations for success

Teaching presence provides continuity and coherence across online and on-campus phases.

In practice:

  • Teaching presence provides continuity across online and on-campus phases of combined learning
  • Intentional design before teaching begins ensures clear structure, coherence and alignment between phases
  • Educators maintain consistent engagement, support and communication throughout the entire learning journey
  • Teaching presence bridges modes by connecting preparatory online work with immersive campus experiences
  • Sustained facilitation, guidance and support enhance cognitive and emotional engagement across phases

Assessment is designed as a sequenced interplay of online and in-person assessment experiences, aligned to learning outcomes and gathered as coherent evidence over time.

In practice:

  • Assessment is intentionally sequenced across online and on-campus phases to provide coherent evidence of learning
  • Tasks align with learning outcomes and use triangulated evidence gathered throughout the student journey
  • Online phases use diverse assessment formats that build knowledge, skills and preparation for on-campus tasks
  • On-campus phases enable supervised, practical and performance-based assessment requiring physical co-presence
  • Multiple formats allow students to demonstrate learning in varied, authentic ways and strengthen assurance of capability
  • Clear criteria, scaffolding and timely feedback support student preparation, progression and continuous improvement

WIL is aligned to phases so preparation, placement and reflection are sequenced for professional capability development.

In practice:

  • WIL preparation, engagement and reflection are intentionally aligned with the phased structure of combined learning
  • Online phases provide theoretical grounding, preparation and reflective tasks that build readiness for practice
  • On-campus phases enable hands-on skill development, simulation-based practice and real-time feedback before placement
  • Placements may occur locally, within campus footprints or virtually, depending on discipline requirements and student context
  • Industry engagement is embedded during on-campus phases through guest sessions, site visits, workshops and partnered projects
  • Supervision and debriefing occur through both online and on-campus channels, supporting integration of theory and practice

Support is continuous across phases so students can access help without repeating their circumstances or navigating separate systems.

In practice:

  • Support is continuous across online and on-campus phases so students do not need to repeat their circumstances
  • Students access help through phase-appropriate channels: online during digital phases and face-to-face during campus blocks
  • Core services - academic skills, library, wellbeing, financial, accessibility and equity support - are available in all phases
  • Clear communication ensures students know how to access support, including during intensive on-campus periods
  • Teaching staff and support services collaborate on proactive outreach to identify and assist students across phases

What this model is not

  • Not a “do both” model without coherence or sequencing
  • Not campus attendance for passive learning activities that could be delivered online
  • Not an online model with optional intensives that are unclear, late-notified or poorly integrated with assessment and learning outcomes

Learn online, connect in person

A balanced and integrated experience that blends flexible online study with immersive in-person learning - supporting your progress, your connections and your career goals, wherever you are.

Distinctive Characteristics

  • Deliver learning through sequenced online phases and on-campus intensive phases, with the phase pattern published well in advance.
  • Require attendance at designated intensive or practical periods with dates and campus locations confirmed at least twelve months ahead.
  • Use online assessment with authentication during online phases and supervised assessment during intensives.
  • 24-hour support response during online phases. On-campus support available during intensive phases.
  • Integrate WIL with online preparation, skill-ready intensives and in-person placements.
  • Course entry preferred at pre-session 1.
  • E-portfolio capture evidence from both online and intensive phases.
  • Provide clear phase-based progression maps with the full intensive schedule published for the year ahead.
  • Are generally not suitable for full CRICOS registration but may support individual subjects in exchange arrangements.
  • Maintain teacher presence across both phases with continuity of communication and learning design.

Model Delivery Essentials

To deliver this mode effectively, courses must:

  • Publish intensive dates, locations and progression maps at least twelve months in advance.
  • Design activity-based online learning that builds toward intensive skill development.
  • Provide structured pre-intensive preparation and post-intensive consolidation tasks.
  • Ensure accessible learning and assessment across both phases, with captioned media and low-bandwidth options for online work.
  • Provide phase-appropriate support, including a twenty-four hour response standard during online periods and on-campus support during intensives.
  • Publish technology requirements for both phases and communicate any specialised equipment needed for intensives.
  • Provide intensive planning support for students with access needs and offer documented equivalent pathways where required.
  • Use analytics across phases to identify at-risk students, including missed preparation tasks or intensive attendance issues.
  • Staff trained in designing learning that transitions smoothly between online and intensive phases.
  • Maintain community and professional engagement activities in both phases, including online events and intensive-based showcases or networking.

Operational Standards

To ensure consistent delivery across both phases, core operational checks occur before, during and after each online and intensive period. Intensive dates and venues are confirmed early, accessibility and equipment checks are completed ahead of student arrival, and online phase materials meet digital accessibility standards. Assessment calendars align to phases and avoid clustering. Support pathways are clear, phase-specific and kept current. Community building and recognition activities are sustained across the full cycle of online and intensive learning.

Operational checks include:

  • Next 24 months of intensive dates are confirmed and published.
  • Online content prepared with captions, transcripts and low-bandwidth alternatives.
  • Subject site clearly organised by online vs. intensive phases
  • Assessment authentication documented for online tasks and supervision arrangements confirmed for intensives.
  • Pre-intensive preparation tasks visible in the subject site and completion monitored.
  • Equivalent pathways arranged before intensives for students unable to attend.
  • Teacher presence and communication maintained across both phases.

< Back to MEA Key characteristics page