The professional development landscape for Australian teachers has shifted dramatically in the past five years. The primary mode of learning has moved from face-to-face courses to online activities, and this transformation is backed by measurable results. This matters because Australian teachers have consistently maintained one of the highest participation rates in professional development among OECD countries. The way they access that development is changing fast.
Why Teachers Are Making the Switch
Almost a third of teachers surveyed felt they had completed less professional development than usual. However, the reasons are practical and persistent. Specifically, timing of training, time out of the classroom, and staffing issues make up 60% of the barriers preventing teachers from accessing traditional face-to-face professional development. In response, online platforms solve these problems directly. Teachers can access training when it fits their schedule, without leaving their classrooms unstaffed or travelling long distances. One teacher from a regional area noted, “The increase in online learning opportunities has been very welcomed as I live in a regional area.”
The Numbers Tell a Compelling Story
When you look at the data, the impact becomes clear. For example, over 32,320 Australian teachers have engaged with the University of Adelaide’s Digital Technologies MOOCs program. That’s an estimated 1.3 million students impacted as of September 2019. Notably, 96% of surveyed teachers said participating in the MOOC led them to make changes in their practice.
Similarly, four randomised controlled trials in the United States found that online professional learning courses improved teachers’ knowledge and instructional practices. More importantly, they led to higher student achievement.
STEM Education Leads the Way
STEM subjects have become a focal point for online professional development. Consequently, teachers need specialised knowledge to deliver a digital technologies curriculum, and online platforms provide access to expertise that might not exist locally. To support this, the Australian Government has invested $5 million in making classroom management microcredentials available at no cost until June 2026. These courses include a nationwide online community where educators can connect with colleagues across Australia. In addition, the microcredentials align with the Australian Professional Standards for Teachers and deliver evidence-based content.
Regional Teachers Benefit Most
Geographic isolation has always created challenges for professional development. Fortunately, online platforms are changing that equation. In Western Australia, for instance, rural schools traditionally had limited access to technology and fewer opportunities for teacher collaboration than their urban counterparts. Nevertheless, technology made a significant difference. Indeed, geographic usage data shows that more rural schools adopted collaborative platforms earlier. In fact, over 80% of Catholic Education Western Australia schools were using Microsoft Teams weekly by January 2018. As a result, teachers in regional areas specifically noted the value of online learning opportunities they couldn’t access before.
What Motivates Teachers
In AITSL’s 2022 survey of 444 teachers and 177 middle leaders, the results were revealing. “For personal or professional development” ranked as the most important motivation for professional learning. Meanwhile, “For tangible improvements in the quality of teaching” came in a close second. In contrast, teachers placed negligible importance on “To fulfil administrative and bureaucratic requirements.” One teacher reported, “We do a lot of our training online now compared to very little five years ago.” This shift reflects what teachers actually want, which is practical impact over compliance checkboxes.
The Collaborative Advantage
Online professional development isn’t just about watching videos or completing modules in isolation. Rather, the platforms enable peer interaction at scale. Furthermore, teachers can work at their own pace while connecting with distant peers. As such, collaborative communities have become integral to the experience. Overall, digital platforms are more accessible, flexible, cost-effective, and scalable than traditional courses and workshops. Moreover, they also create opportunities for ongoing discussion and connection that don’t end when a one-day workshop finishes.
What This Means Going Forward
Ultimately, the data shows that online professional development works. Teachers are making changes to their practice, students are benefiting, and geographic barriers are falling. The shift to online platforms addresses real barriers like time, access, cost, and isolation. Additionally, it also aligns with what teachers say they want, which is practical development that improves their teaching. Looking ahead, as more government-funded programs become available and collaborative platforms mature, the trend will likely accelerate. The question isn’t whether online professional development will continue growing. Rather, the question is how schools and education systems will support teachers in making the most of these opportunities.
