A Massive Open Online Course (MOOC) was developed to help promote awareness of, and support student transitions into, a fully online distance, credit-bearing postgraduate certificate (PGCert). A qualitative study using semi-structured interviews was undertaken with participants on the PGCert to investigate learner experiences of both the MOOC and PGCert, and to establish the extent to which the MOOC supported learners' transitions into the PGCert in terms of their (1) foundation knowledge, (2) study skills, (3) digital literacies, (4) readiness for selfdirected learning, and to determine whether additional efforts could have been directed to more effectively support student transitions. Findings revealed that the MOOC informed participants' decision to undertake the fully online PGCert, and that this was due to the effective learning design and a strong teacher presence throughout. The participants already possessed some background knowledge and a number of essential learning skills (though not uniformly), questioning assumptions around MOOCs as an aid to widening participation in higher education; however, the MOOC helped to enhance and unify these. Not surprisingly, there were some challenges encountered on entering online postgraduate study that the MOOC design could not anticipate or solve; therefore, we recommend that online learners are appropriately supported throughout their studies. This work has implications in terms of how MOOCs may help facilitate student transitions into other fully online, credit-bearing programmes of study.

In recent years, tertiary institutions have engaged more with digital education, especially blended and online learning. One institution sought to transform its existing provision, and enhance learning and teaching, through a substantial strategic funding initiative comprising almost 20 individual projects. To capture the learning from this substantial investment, 20 semi-structured interviews were carried out with staff involved in setting up or working on these projects, typically early adopters. Interviews sought to revisit motivations to engage with the project, and capture perceived benefits including lessons learned, challenges, enablers, support needs and recommendations going forwards. Participants were motivated to enhance their own teaching practice and improve student learning experience/outcomes. Recognised benefits included enhanced learner experience, transformed teaching practice, flexibility and access, teaching efficiencies, and developmental opportunities for staff. Significant challenges related to the time required to design, develop and implement courses, as well as technological and student-related issues. Despite these challenges, participation in the project led to the development of new skills and transformed teachers’ learning and teaching practice. This was made possible through a number of enablers including prior experience of blended learning, and supportive others from across various services, schools and colleges. The study highlights the importance of strategic projects in expanding the digital capabilities of an institution to meet the expected—and unexpected—demands of the future. The findings are discussed in the context of the current literature on blended and remote learning, and existing institutional frameworks that support transitions to blended learning.