Course delivery using different delivery modes

Course delivery using different delivery modes

Course delivery using different delivery modes

Course delivery using different delivery modes

What delivery modes can you use to deliver training?

Face to face/ on campus/ classroom based delivery

It is learning in a classroom environment with qualified trainers who guide the learners through high-quality learning and assessment activities. The trainer usually teaches all of the units of competency content to a small group of learners, with social distancing procedures now in place to ensure the safety of each individual participant. The small groups of learners are maintained to ensure that everyone receives the attention they deserve.

Online mode of delivery

Learners can obtain a wide range of learning outcomes by participating in online learning activities that are managed through the use of an online environment. Online mode of delivery offers a lot more flexibility and value to learners as they can watch the recorded videos, access self-study materials, participate in forums and discussions and use online libraries and support systems.

Distance mode of delivery

For a variety of reasons, training organisations may choose to deliver vocational education and training courses via distance delivery methods. Among the possible reasons are:

  • due to employment or other responsibilities, the learner cohort wants to learn outside of normal training hours,
  • the geographical spread of enrolling learners
  • access to the most up-to-date industry practises may be accessible,
  • as well as the possibility to offer a greater variety of units of competency as elective units for a qualification.

Workplace mode of delivery

The workplace mode of delivery includes training and assessment that can be provided at the learner's place of employment.

Blended mode of delivery

Blended delivery (BD) is a form of study that incorporates different modes of delivery, for example offering training to students using both online and face-to-face delivery methods. Students get access to a wide range of learning materials as well as self-study materials for each unit of study they complete. Additionally, students can attend workshops on campus to develop their abilities, as well as participate in synchronous online sessions where they can merge theory and practice.

Whatever method you use to offer instruction to students, you must plan, document, and implement techniques that ensure that students obtain all necessary skills and knowledge in the subject matter. This need includes ensuring that students have access to appropriate resources, facilities, and trainers.

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Sukh Sandhu

Executive Director

Sukh has been working in the VET and Higher Education Industry for over 25 years. In this time, he has held several roles with RTO's and Higher Education Providers (HEP) including CEO roles for International Colleges and National Compliance and Quality Assurance Manager roles for several RTO's, TAFE's and Universities. Sukh has also worked for the Australian Skills Quality Authority (ASQA) as a Business Systems Project Official. Sukh is a Canadian permanent resident and Australian citizen.

Sukh has had extensive project management experience in risk management, compliance, administration and as a training consultant. He has extensive knowledge in government compliance standards and has participated in nearly one hundred audits across Australia and provided consultancy advice regarding ASQA/VRQA, TEQSA, ACPET, DET-HESG, VQF/Higher Education, ELICOS, NEAS, ANMAC, AHPRA, CRICOS, ESOS and ISO.

Sukh is a member of several independent professional organisations and government bodies including, ACPET, VELG, ACS, AITD, MARA, MIA, ISANA, APEX, IEEE, The Internet Society (Global Member), AISIP, IAMOT, ACM, OISV, APACALL, IWA, Eta Kappa Nu, EDSIG and several others.

Sukh's qualifications include two MBAs, three masters in IT and systems, a Graduate diploma of management learning, Diploma in training design and development, Diploma in vocational education training, Diploma of work, health and safety, Diploma of Quality Auditing, Advanced diploma of management, Advanced diploma in marketing, human resources, information technology, and a number of other courses and qualifications. He has been working as a lecturer and as a trainer and assessor since 1998, Sukh has been a vocal advocate of audit reforms and system centred auditing practices rather than auditor centred auditing practices for many years.