While there has been systematic and on-going research into e-learning in universities for over two decades, there has been comparatively less evidence-based research into how key aspects of e-learning are internally constituted from a student perspective and how these aspects might be related to university students' learning experiences. The purpose of this paper is to explore key aspects of e-learning that might be related to university student approaches to study, so that a better understanding of the internal structure of these aspects is achieved. Student responses to surveys are analysed at the level of each item to identify which items made the most sense to over 200 third-year economics students. Data was also analysed both at the variable level, to identify which items coalesce to determine the structure of e-learning variables, and at the student level, to see if there were groups of students in the sample that shared similar experiences of e-learning when it was used to support a predominately campus-based learning experience. The results suggest several implications for improving particular aspects of the student experience of e-learning when it is used to support a campus-based experience.Keywords: approaches to study; experiences of e-learning; quantitative analyses Introduction E-learning is being introduced as a fundamental part of the student learning experience in higher education. It is no longer core business only for those universities with a mission for distance education, its affordances are being systematically integrated into the student learning experience by predominately campus-based universities. Evidence of this widespread uptake can be seen in reputable research journals and on the websites of national bodies responsible for leading learning and teaching in higher education. Examples of these include the websites of the Higher Education Academy in the UK, Educause in the USA and the Australian Learning and Teaching Council in Australia.While we can recognize sustained research interest into e-learning in the student experience in higher education over the last two decades (Goodyear, 1984(Goodyear, , 1991Goodyear, Jones, Asensio, Hodgson, & Steeples, 2005;Laurillard, 1993Laurillard, , 2002Salmon, 2002aSalmon, , 2004, more focused explorations into how key aspects of e-learning are associated with the students' face-to-face experience of learning are relatively

This paper reports on research investigating student experiences of learning through face-to-face and online discussions in a political science course in a large Australian university. Using methodologies from relational research into university student learning, the study investigates associations between key aspects of student learning focusing on conceptions of what students learn, approaches to learning, and learning outcomes. The main hypothesis tested here was that there are qualitative differences in the student conceptions of learning through discussions and their approaches to face-to-face and online discussions. Furthermore, it was expected to find that these differences were reflected in the learning outcomes, that is, student approaches would be linked to more complete conceptions of learning and to better academic performance. More tentatively, the existence of causal relationships between these aspects of learning and academic performance was also explored. Data on students' conceptions and approaches was collected through closed-ended questionnaires and final mark was used as an indicator of the quality of learning (academic performance). Our analysis identified variations in the quality of conceptions and student approaches also revealing strong associations between what students thought their learning is about, the way they approached their learning, and academic performance in both face-to-face and online contexts. Implications of these findings for research and practice are elaborated. IntroductionIn recent years online learning has been rapidly becoming a significant part of the learning experience at the university not only in distance education but also in campusbased settings. An increasing number of predominantly campus-based higher education institutions are now making online learning a major part of the student experience through including a range of online activities such as online discussions, interactive case studies, quizzes, inquiry and self-assessment. If the online part of the student experience is not integrated with the rest of the students' course, then it will be meaningless at best and impede learning in more serious cases. Integrating the online learning experience with the whole student learning experience to promote meaningful learning is a key challenge for educators and course designers.

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COVID-19 has created or amplified economic and social crises internationally. Australia entered its first recession in 30 years and saw a significant rise in unemployment. In response, Australian governments have increased their commitments to infrastructure construction to stimulate the national economy and combined this with new social procurement policies that aim to create social value for targeted populations like Indigenous peoples and unemployed youth. However, emerging social procurement research in construction shows a disconnect between policymakers and the practitioners who must implement them. Therefore, the aim of this paper is to provide theoretical and practical insights on creating social value in the context of construction employment created by new social procurement policies. Reporting a survey of 107 construction workers in Australia, it is shown that social procurement policies and construction employers can create social value when they provide work benefits like adequate pay and training and development and cultural benefits like inclusive workplaces. Recommendations are made to demonstrate how the results presented in this article can be used by contractors to create social value. This research is significant for advising how increased infrastructure spending commitments in Australia can create social and economic outcomes for workers, ensuring a sustainable recovery from COVID-19 crises.

This Position Paper explores some of the assumptions that underpin the dependence on physical WIL placements. The authors focus on the fundamental question of what exactly we are preparing students for – is it the workplace, or should we think more broadly about preparing students for the workforce? This raises other questions around the necessity of students undertaking placements in a physical workplace to learn what they need, as well as analysing what aspects of work trigger learning. Workplaces in many organisations are quite different to those of a decade ago, requiring different skills of their workers, and for some, there is no single physical workplace at all. Preparing students for this new paradigm requires us to rethink what kind of WIL experience will be most efficacious and potentially opens space for consideration of other options such as virtual WIL, project-based WIL, studio learning, and student designed start-ups. It is hoped that our thoughts and recommendations might challenge how academics and practitioners currently think about and deliver WIL, with a view to advancing new approaches to non-placement WIL.