This paper explores the utility of interactive lecture podcasting in LAMS and the impact of
structured dialogue design. It reports how curriculum renewal and innovation were greeted with
scepticism by teacher education students enrolled in a compulsory curriculum unit at an
Australian university. An analytic induction methodology in conjunction with educational data
mining techniques was used to analyse the data. The purpose of the study was to understand one
aspect of students’ active participatory learning behaviour deemed vital for their success in
higher education (HE): willingness to engage in online peer-to-peer dialogue. The paper closes
with a recommendation for more systematic monitoring of HE students’ online learning
behaviour.