Stephen McKenzie is a high-profile and pioneering expert in online education and online education research who is currently a Senior Lecturer in the School of Psychological Sciences, University of Melbourne, and is coordinating and contributing to the expansion of its online education programs. Stephen previously co-led the development, implementation and research-evidence based refinement of a large and innovative new fully online course – the Graduate Diploma of Psychology Advanced (GDPA), at Monash University, Melbourne, Australia, and also an international online education research program, and an online education community of practice. Stephen has also led the development and implementation of an online Research Portal and associated Virtual Lab.Filia Garivaldis is a Senior Lecturer in the Monash Sustainable Development Institute, Monash University, Melbourne, Australia. Filia is leading the development of online education in behaviour change at the Institute, including by developing a MOOC on applying behavioural science to address  Sustainable Development Goals. Filia previously co-led the development, implementation and research-evidence based refinement of a large and innovative new fully online course – the Graduate Diploma of Psychology Advanced (GDPA) at Monash University, and also an international online education research program, and an online education community of practice. Filia has worked in academia for over 15 years, previously as a Senior Lecturer at Regent’s University London, where she developed an MSc in Occupational and Organisational Psychology, accredited by the British Psychological Society.Kyle Dyer is the Academic Lead for Digital Education for King’s College London and the Director of Digital & Curriculum Innovation at the Institute of Psychiatry, Psychology & Neuroscience (IoPPN). Kyle is responsible for developing the Digital Education Vision for King’s and for providing academic input andsupporting faculties in developing and adopting successful and consistent approaches to digital education.  He has extensive experience in higher education, workforce development, curriculum design and digital education. His research interests include supporting student wellbeing, building communities within digital education and supporting education and wellbeing with young Syrian refugees.

• Preface - Opportunities and challenges for a brave new education world.- Part I: Innovations and advances in online education.- Online education by design: Using evidence and course analytics to achieve best online teaching and learning practice.- Am I just another Number? Using online education innovations to Personalise and improve the student experience in online learning.- Enhancing the online student experience through creating learning communities - The benefits of chatbots in higher education.- Enhancing the online education experience using virtual reality.- Learning design meets service design for innovation in online learning at scale.- An online education toolbox.- Developing and maintaining active learning resources for online learning and teaching.- From virtual to reality:  A practical guide to creating educational virtual reality content.- An online research portal – An integrated and transferable fully online research system.- Part II: Student-centred online education.- Back to the education future - Evidence-based student-centred approaches to online curriculum design and delivery.- “Same Same or Different?”  predictors of student success in online courses.- Transcending “Distance” in distance education.- eRage - Recognising and optimally responding to a growing educational challenge.- The authentic online teacher - Practical insights from Rogers’ Person-centred approach.- Accessibility and inclusivity in online teaching.- Creatively flexible, technology fluent - Developing an optimal online.- Ready or not, here I come - Preparing online students for the real working world.

Stephen McKenzie is a high-profile and pioneering expert in online education and online education research who is currently a Senior Lecturer in the School of Psychological Sciences, University of Melbourne, and is coordinating and contributing to the expansion of its online education programs. Stephen previously co-led the development, implementation and research-evidence based refinement of a large and innovative new fully online course – the Graduate Diploma of Psychology Advanced (GDPA), at Monash University, Melbourne, Australia, and also an international online education research program, and an online education community of practice. Stephen has also led the development and implementation of an online Research Portal and associated Virtual Lab.Filia Garivaldis is a Senior Lecturer in the Monash Sustainable Development Institute, Monash University, Melbourne, Australia. Filia is leading the development of online education in behaviour change at the Institute, including by developing a MOOC on applying behavioural science to address  Sustainable Development Goals. Filia previously co-led the development, implementation and research-evidence based refinement of a large and innovative new fully online course – the Graduate Diploma of Psychology Advanced (GDPA) at Monash University, and also an international online education research program, and an online education community of practice. Filia has worked in academia for over 15 years, previously as a Senior Lecturer at Regent’s University London, where she developed an MSc in Occupational and Organisational Psychology, accredited by the British Psychological Society.Kyle Dyer is the Academic Lead for Digital Education for King’s College London and the Director of Digital & Curriculum Innovation at the Institute of Psychiatry, Psychology & Neuroscience (IoPPN). Kyle is responsible for developing the Digital Education Vision for King’s and for providing academic input andsupporting faculties in developing and adopting successful and consistent approaches to digital education.  He has extensive experience in higher education, workforce development, curriculum design and digital education. His research interests include supporting student wellbeing, building communities within digital education and supporting education and wellbeing with young Syrian refugees.

• Preface - Opportunities and challenges for a brave new education world.- Part I: Innovations and advances in online education.- Online education by design: Using evidence and course analytics to achieve best online teaching and learning practice.- Am I just another Number? Using online education innovations to Personalise and improve the student experience in online learning.- Enhancing the online student experience through creating learning communities - The benefits of chatbots in higher education.- Enhancing the online education experience using virtual reality.- Learning design meets service design for innovation in online learning at scale.- An online education toolbox.- Developing and maintaining active learning resources for online learning and teaching.- From virtual to reality:  A practical guide to creating educational virtual reality content.- An online research portal – An integrated and transferable fully online research system.- Part II: Student-centred online education.- Back to the education future - Evidence-based student-centred approaches to online curriculum design and delivery.- “Same Same or Different?”  predictors of student success in online courses.- Transcending “Distance” in distance education.- eRage - Recognising and optimally responding to a growing educational challenge.- The authentic online teacher - Practical insights from Rogers’ Person-centred approach.- Accessibility and inclusivity in online teaching.- Creatively flexible, technology fluent - Developing an optimal online.- Ready or not, here I come - Preparing online students for the real working world.

Stephen McKenzie is a high-profile and pioneering expert in online education and online education research who is currently a Senior Lecturer in the School of Psychological Sciences, University of Melbourne, and is coordinating and contributing to the expansion of its online education programs. Stephen previously co-led the development, implementation and research-evidence based refinement of a large and innovative new fully online course – the Graduate Diploma of Psychology Advanced (GDPA), at Monash University, Melbourne, Australia, and also an international online education research program, and an online education community of practice. Stephen has also led the development and implementation of an online Research Portal and associated Virtual Lab.Filia Garivaldis is a Senior Lecturer in the Monash Sustainable Development Institute, Monash University, Melbourne, Australia. Filia is leading the development of online education in behaviour change at the Institute, including by developing a MOOC on applying behavioural science to address  Sustainable Development Goals. Filia previously co-led the development, implementation and research-evidence based refinement of a large and innovative new fully online course – the Graduate Diploma of Psychology Advanced (GDPA) at Monash University, and also an international online education research program, and an online education community of practice. Filia has worked in academia for over 15 years, previously as a Senior Lecturer at Regent’s University London, where she developed an MSc in Occupational and Organisational Psychology, accredited by the British Psychological Society.Kyle Dyer is the Academic Lead for Digital Education for King’s College London and the Director of Digital & Curriculum Innovation at the Institute of Psychiatry, Psychology & Neuroscience (IoPPN). Kyle is responsible for developing the Digital Education Vision for King’s and for providing academic input andsupporting faculties in developing and adopting successful and consistent approaches to digital education.  He has extensive experience in higher education, workforce development, curriculum design and digital education. His research interests include supporting student wellbeing, building communities within digital education and supporting education and wellbeing with young Syrian refugees.

• Preface - Opportunities and challenges for a brave new education world.- Part I: Innovations and advances in online education.- Online education by design: Using evidence and course analytics to achieve best online teaching and learning practice.- Am I just another Number? Using online education innovations to Personalise and improve the student experience in online learning.- Enhancing the online student experience through creating learning communities - The benefits of chatbots in higher education.- Enhancing the online education experience using virtual reality.- Learning design meets service design for innovation in online learning at scale.- An online education toolbox.- Developing and maintaining active learning resources for online learning and teaching.- From virtual to reality:  A practical guide to creating educational virtual reality content.- An online research portal – An integrated and transferable fully online research system.- Part II: Student-centred online education.- Back to the education future - Evidence-based student-centred approaches to online curriculum design and delivery.- “Same Same or Different?”  predictors of student success in online courses.- Transcending “Distance” in distance education.- eRage - Recognising and optimally responding to a growing educational challenge.- The authentic online teacher - Practical insights from Rogers’ Person-centred approach.- Accessibility and inclusivity in online teaching.- Creatively flexible, technology fluent - Developing an optimal online.- Ready or not, here I come - Preparing online students for the real working world.