Purpose -The purpose of this paper is to demonstrate how an online virtual academy utilises a different approach to learning in order to engage hard-to-reach learners; for whom traditional methods of learning are not effective.Design/methodology/approach -Small scale research using case studies of the students, phenomenographic professional development research for the tutors and academic results to demonstrate impact. Findings -The findings appear to support the ''community of inquiry model'' proposed by Garrison, Anderson and Archer as well as the recommendations from the Framework for the National Curriculum (DfE), i.e. this interactive and experiential process between what is taught (subject knowledge) and the learner (individual development).Research limitations/implications -The learning circle proved to be an excellent tool for visually representing the phenomena and it was observed that this tool could also prove beneficial to learners in future application of this pedagogy.Practical implications -The research enables educators to consider: what constitutes effective learning online and what tools can be utilised to enhance this pedagogical approach? What are the barriers to learning for these hard-to-reach learners? How can the online environment and a range of technological tools be used to overcome the barriers for these learners? Social implications -For many hard-to-reach learners social interaction can be a challenge. The feedback from case studies demonstrated how learners felt a greater sense of security by using an online environment and therefore were able to form stronger and sustainable social relationships, thus enhancing the learning process.Originality/value -This research aims to add to the body of knowledge defining ''effective online pedagogy''. In this instance phenomenology was used as an approach to engage the tutor and learner in a co-constructive process of development and learning.

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