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This paper reports on how micro-learning design principles are being trialled in an Australian and a Malaysian university to make online courses more accessible and attractive, and a more positive experience, with the aim of increasing student success. Central to this approach is segmenting materials into “bite-size” instalments by way of short micro-lecture presentations and reducing other content. The aim of this “less is more” strategy is to reduce unnecessary cognitive load as an impediment to learning so that focus can shift to prioritising the most essential skills and content. The purpose of this trial is to explore the efficacy of micro-learning as a means for increasing student engagement and learning.

The trials involved a mixed mode methodology drawing on qualitative and ratings data from course satisfaction surveys and records on grades and completion.

To date, results have shown significant increases in student engagement and satisfaction, and also performance. Our application of micro-learning included reducing volume of content based on its practical value, use of novelty (e.g. infusing guest presenter input) and design of practical and collaborative student activities.

Early results are encouraging regarding apparent utility for engaging learners and ease of application, i.e. implementability and transference potential. However, the rapidly expanding area of online learning requires further research to establish a well-validated evidence base for effective online teaching practices.

The findings are relevant to universities involved in online and blended learning. Micro-learning design methods show promise in being able to address major engagement barriers including cognitive overload.

More students are struggling with learning in today's social environment brought about with the massification of higher education. Micro-learning seeks to address major barriers these learners face with methods that go beyond traditional teaching practices.

Findings here are encouraging and contribute to existing understanding on ways to increase learner engagement in the competitive and fast-growing area of online learning for universities globally.

Australia's agricultural industry has become highly dependent on young low-cost, overseas “working holiday” visa workers known as “backpackers”, who are notoriously subject to exploitative workplace practices. This study aimed to explore backpackers' experiences in terms of how job demands, job resources and personal resources influence their appraisals of working in agriculture.

In-depth semi-structured interviews were used to explore the work experiences of N = 21 backpackers employed under the Australian Working Holiday visa (subclass 417). Data were analyzed by thematic analysis and organized in terms of job demands and resources.

This study revealed job demands commonly experienced by agricultural backpacker workers (e.g. precarity, physically strenuous work, low pay), and job resources (e.g. adequate training, feedback) and personal resources (e.g. attitude, language) that buffer the demands. The findings indicate that backpackers' appraisals of their experiences and performance decline when demands outweigh resources.

This study offers an emic perspective on the work of an understudied segment of the agricultural workforce. The findings have implications for improving work practices and policies aimed at attracting and retaining this important labor source in the future.

This paper aims to examine the employment and training of mature‐aged workers, so that suggestions for improving training for mature‐aged workers may be offered.

Six expert interviews were carried out by telephone, and three case studies involving company site visits were completed. Each company case study involved interviews with managers, trainers and mature‐aged workers. The study was confined to the manufacturing industry.

Mature‐aged workers bring many advantages to workplaces and some employers show a definite preference for them over younger workers; but in some cases training needs to take account of lack of confidence and literacy and health issues. However, there is great diversity among mature‐aged workers.

The research is confined to shop‐floor workers in manufacturing, and does not address training of mature‐aged managers and professionals. The research is small‐scale but provides new insights, and importantly the voices of the workers themselves.

The paper identifies managerial and training practices that can immediately be implemented.

The paper identifies some issues that can be taken up at a policy level as well as within companies. For example, the preference for qualification‐based training at a national level is not necessarily consistent with what mature‐aged workers prefer.