Abstract
<p>Drawing on studies of students’ and teachers’ views and experiences of online learning at one Australian university, this mixed-methods research examines how online learning practices influence Students’ Approaches to Learning (SAL). The research explored whether the typical university online learning model, centred around Learning Management Systems (LMSs), encourages or discourages deep approaches to learning. It also examined the extent to which students use, and teachers support the use of, student-directed online tools beyond teacher-directed ones to extend learning and deepen understanding, consistent with the development of Personal Learning Environments (PLEs). Findings suggest that the LMS is commonly viewed as the primary, authoritative hub for unit knowledge, with generally limited and conditional student use of, and teacher support for, student-directed tools to extend learning — a pattern aligned with a minimal, surface approach to learning. Consequently, this paper argues that universities should foster PLE development to better support deep learning by extending learning beyond formal settings, such as the LMS.</p>