The pedagogical approach behind the online interpreting programs at AUT University is largely based on Baxter Magolda’s (1992) epistemological reflection model. Digital resources are used to gradually increase the students’ knowledge level from basic over transitional to independent and contextual knowledge. In virtual classroom sessions students work with a variety of learning materials, such as online audio(visual) tasks, wikis and blogs or journals. This personalized, small-group, multidimensional model encourages the interaction and collaboration between learners. A survey among the students showed that formative feedback online from peers and video recordings of lectures were judged very effective. Moreover, almost all students felt comfortable with the use of online tools in their interpreter training.