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
