The attitudes and experiences of 18 vocational education and training (VET) practitioners considered to be at the leading edge of online education in technical and further education (TAFE) in South Australia were examined to determine how leading-edge VET practitioners engaged in designing, developing, and facilitating online learning understand their changing roles and professional practice. The practitioners' responses reinforced the fact that online learning is a new frontier pedagogically, technologically, and organizationally. The new tasks of designing, developing, and facilitating online learning both required and stimulated new forms of work organization for VET practitioners. The practitioners generally considered this work a positive experience and credited it with increasing their job satisfaction. However, they also cited negative effects of the introduction of online instruction that call into question the long-term sustainability of online work as it is currently organized. It was concluded that the quality and extent of online education will inevitably be constrained unless the human resource management of training organizations addresses the organization of online work more explicitly. Issues that must be addressed include better job design to accommodate the working conditions associated with online work and institution of sophisticated strategies for building and sustaining work and knowledge networks. (Contains 24 references.) (MN)