Technology plays a major role in developing a range of personal and professional skills of students in the study environment and workforce in the future. An (Involvement, Preparation, Transmission, Exemplification, Application, Connection, Evaluation and Simulation) IPTEACES e-Learning Framework was set up in a postgraduate unit in an Australian university to enhance students’ skills, knowledge and performance. This study aims to determine how the IPTEACES Framework can improve students’ learning and the lecturer’s working experience of scrutinizing and examining: ‘How can the IPTEACES e-Learning Framework satisfy students’ learning in Australian tertiary education institutions?’ and “How does IPTEACES e-Learning Framework facilitate the lecturer’s approach / work?” A mixed method approach was employed, using qualitative and quantitative techniques. Three methods, i.e. formal, informal and an online survey were used for a study involving 262 students. The online survey adopted the Levy (2006); Levy, Murphy, and Zanakis (2008) approach; and both lecturer and students’ reactions to and feedback on the learning approach were analyzed. The study results (derived from the formal, informal and online survey methods) confirmed the object of the research as the new learning module via IPTEACES e-Learning Framework met the needs of both students and lecturer as the online survey results confirmed students’ satisfaction and enjoyment. The online overall e-Learning system (19 items) under study reached a global score of 0.63 on the Global LeVIS index indicated that users considered it to have “good effectiveness”. Finally, the study findings indicated that using IPTEACES e-Learning Framework in learning provided positive results in terms of the effectiveness of the learning program especially promoting personal and professional skills. Researchers plan to compare the results of using IPTEACES e-Learning Framework in Brazil and Portugal to that of Australia.