This online learning phenomenon means that resources are stored in a virtual environment, creating a domain that is constantly evolving around changes in society. 

While Charles Sturt University isn’t new to online learning and teaching, the innovation technology officer at the Wagga campus Tim Klapdor said, the scope of cloud as an educational platform has changed since its implementation in the 1990s. 

“This online learning has become distance learning; we’re bridging those distances and flexibility in ways that suit students’ lives,” he said. 

“In the early days, online was about delivering content, mailing out packages of printed materials, and this meant that online was just a delivery system. 

“What we can do with a broadband connection now is not just simple interactions, but also the ability to video chat with anyone in the world.” 

Mr Klapdor said this online learning has become a different space.

“It does mean that we have to change the way we do teach; what you can do online, you can’t do in real time,” he said. 

“In a lot of ways it allows greater flexibility for our students and a higher level of engagement from passively consuming content to working together in dialogue.” 

Mr Klapdor is part of the online learning innovation lab u!magine, digital learning at CSU. 

u!magine is built around the concept of combing imagination and innovation to shape the future of learning in the online domain. 

CSU is currently exploring new spaces through technology and imagination, as Mr Klapdor said, mixing virtual reality and augmentation to change the way learning, education and business can be done. 

“We’re actively seeking out ways we can do things and not just replicating what’s possible face to face but exploring new spaces,” he said. 

Linking this back to the students at CSU and particularly the Wagga campus, being face to face isn’t possible for some students. 

“We have students all around the country and globally, so while it’s not possible for them to be face to face with each other, we’re looking at creating more engaging and immersing ways to change the way we feel about learning and engaging through online resources.” 

Using the cloud for tertiary education is not just used by CSU, Monash University in Melbourne, is using the cloud as a platform for exams to go paperless. 

Monash University trialed moving exams to the cloud across 10 units and 1200 students; and hopes in the next two years, planning to extend this to other units and facilities. 

Similarly, CSU is trialing the paperless exams as an individualised service so that students are being watched while doing the exam, however they can access the exam from anywhere. 

In a constantly changing and evolving world, Mr Klapdor said this method allows students to be able to “juggle the exam around their lives”, as many people have other commitments. 

Professor Valerie Peachey, the Open Education strategic advisor is at the Charles Sturt Wagga campus is originally from Thompson Rivers University in Canada.

She sees similarities between CSU and TRU as “big online” universities. 

“I’m a real passionate believer about online because I think what it does is, it allows different demographics to access education anytime, anyplace and at students’ convenience,” Professor Peachey said. 

“What I found really interesting was that when you look at the demographics between learners at TRU and at CSU, the demographic is very similar for the online learner. 

“It’s usually older women, home makers, who are looking for something that ties in with their career to keep them in the job market and increase their skills.” 

Professor Peachey said the cloud has changed the role of teaching, by putting the “human touch” in the virtual space, while still having a teacher presence. 

“When you look at how the workforce has evolved and continuing to develop, where people are working remotely; we are learning to communicate in a different kind of way,” she said.