As online environments and tools have evolved over the last 15-20 years, their use for role-based learning has expanded. This analysis draws on work for an Australian project that has been sharing and developing knowledge about the use of online role-plays in higher education. We describe the learning needs that online role-play can meet, and give examples of solutions--some using custom-built software and some using standard online learning environments. We use these examples to develop a framework for evaluating how new technologies can support role-based learning activities in universities, taking into account the needs of both learners and teachers.