Engaging new students in tertiary study, amidst the storm of their adjustment to university life, should harness conventional physical as well as new virtual spaces to ensure (as urged by McInnis 2003, p.9) learning opportunities are maximised inside and outside of the classroom. When ubiquitous information, merged technologies, blurred social-study-work boundaries, multitasking and hyperlinked online interactions epitomise generational routines (Oblinger & Oblinger, 2005); positive, rewarding interactions through virtual space "portals" may establish the mode and intensity of on- and off-campus student experience. Conventional modes of curriculum delivery and learning support that hinge on presentation of material according to (for example) scheduled topic sessions, contact times and administrative office hours, do not necessarily fully accommodate these new social realities (James, 2002, p.81), contemporary learning practices or transition-informed curriculum design (Kift, 2005). In this paper, quantitative data and rich qualitative information from internal and external surveys are triangulated to examine the patterns of online engagement for students at QUT. These patterns inform our ongoing project that seeks to tailor the delivery of curriculum mediated resources within a virtual space
