This paper reports on an evaluation of the Online Learning in Tertiary Education (OLTE) subject in the Graduate Diploma in Tertiary Education program at Victoria University of Technology (Australia). The subject, which commenced this year, used both Problem-Based Learning (PBL) and Action Learning (AL) teaching methods. In addition, students undertook a minor negotiated project in which they used online learning within a module and/or subject in which they were teaching. Face-to-face contact was reduced provided students engaged in the online forum for the subject, thereby providing some of the flexibility students wanted. In addition to obtaining student feedback for the subject, the evaluation focused on the use of the mixture of teaching methods, student use of the online forum to extend their face-to-face sessions and the students' capacities to undertake the negotiated project. While the semester program and the support students need to complete their project work need to be improved, there is evidence students found the PBL intensive program productive. Further, the students' use of the online forum demonstrated its potential, especially towards then end of the subject, but its use must be more aligned with the learning outcomes for the course. (Contains 12 references.) (Author/MES)