The assumptions and practices underpinning the pedagogy of online delivery of vocational education and training (VET) in Australia were examined. Data were collected through a literature review, workshops at three participating technical and further education institutes, and a survey that elicited response from 200 teachers and 110 students. Selected findings were as follows: (1) pedagogical practice in Australia's online learning environment rarely conforms to the 15 principles of pedagogical effectiveness identified by stakeholders in online delivery of VET; (2) teachers are holding firmly to sound principles of pedagogy, and students are reiterating the importance of those principles; and (3) interactivity is unequivocally regarded as the most effective teacher-student relationship to develop in online learning environments. The study established that online pedagogy in VET needs to be able to create teaching and learning environments where students have the opportunity to do the following things: reduce their reliance on text; explore and value their intellectual, social, and cultural backgrounds; develop their knowledge beyond the transmission and assessment of content; reflect on their own learning; be part of an inclusive learning environment; communicate extensively with their peers and teachers; become self-regulated and engaged with their own learning; and develop a group identity that connects them with their learning and with the broader social environment. (Volume 1 contains 48 references. Volume 2 contains interview results, survey results, analysis of the online course filter, results of applying the productive pedagogies framework, and the survey questionnaire.) (MN)