Research funded by the Flexible Learning Advisory Group during 2000-2002 on issues related to online learning and delivery in vocational education and training in Australia was consolidated. Key findings included the following: (1) most students who experienced online learning did so in a conventional class, using face-to-face and other strategies as well as online methodologies, which makes it was difficult to evaluate how much online learning actually took place; (2) although online delivery was more expensive than conventional approaches, it was more likely to deliver better learning outcomes and higher learner satisfaction levels; and (3) learners valued online learning for its flexibility ("just in time, just enough, and just for me"), opportunities to communicate with teachers and peers, responsiveness of teachers, organization of programs, and up-to-date resources and materials. Teachers also were positive but recognized the need for support to ensure more effective online learning. These strategies were identified as necessary to the successful adoption of online delivery: (1) computer literacy courses; (2) cost reduction approaches through more effective management; (3) use of electronic business approaches that focus on user satisfaction; (4) teacher professional development; and (5) improved funding models. (Contains 1 figure and 17 references.) (AJ)