The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.

The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.