Online Learning: Research Readings PDF; 684kb

Learner expectations
and experiences
Student views of support in online learning
Sarojni Choy, Cathy McNickle and Berwyn Clayton
This chapter* recognises the importance of provision of services designed to support online
students in every aspect of the online experience, including pre-enrolment, teaching and
learning and technical support. The respondents in the study indicated that flexibility was
their key reason for choosing online study—flexibility of time, place and pace. In terms of
the support they considered necessary to accomplish online study successfully, students are
looking for information to assist them enrol in the program, including information about the
institution, reliable and ongoing support from teachers and co-ordinators, and quick
responses from staff for their queries.
Introduction
THE INTEGRATION OF information technology into vocational education and
training (VET) programs has dramatically enhanced its flexible delivery
by expanding and modernising the information technology capabilities to
include those related to online learning. In doing so, learning services have been
extended to meet the needs of a more diverse client group, producing a rapid
growth in online innovations. However, the research into the support expected
by students has been limited. Due to this, our study was commissioned to
explore the expectations and experiences of online students in the VET sector.
The findings of this study are the subject of this chapter.
The need for supporting students has been highlighted by a number of
authors including Brookfield (1984), Candy (1991), Mitchell and Bluer (1997),
Warner, Christie and Choy (1998), van Stavaren, Beverley and Bloch (1999) and
McNickle (1999). The need for intervention strategies and support for students
* A summary of the report, Learner expectations and experiences: An examination of student views of
support in online learning (Choy, McNickle & Clayton 2002).
Learner expectations and experiences 107
have also been emphasised in studies investigating non-completions in VET
programs (for example, Baron, Thiele & Hintz 1995; James 1998; McNickle 1999;
Misko 1999). Research on the quality of online learning has been undertaken in
the past; however, much of this has been inconclusive. To this effect, how the use
of technology enhances learning also remains unclear (Phipps & Merisotis 1999).
The aims of the study were to:
explore the theoretical frameworks/models underpinning student
support and intervention strategies in online learning
examine the current assumptions and practices in the delivery of online
VET programs
investigate student expectations and experiences of current practices at
various stages in their programs of study
develop guidelines for online support for both practitioners and students.
This study used both quantitative and qualitative methods. Separate surveys
with students and online course co-ordinators and teachers provided
quantitative data. Interviews with students, course co-ordinators and teachers,
and case studies provided qualitative data. The purpose of the interviews was
to expand on critical services expected by online students, the most beneficial
services, best examples of current services and those most in need for
improvement. A review of websites and other databases of online providers was
conducted and the literature was reviewed.
Profile of the students sampled
Two hundred and one responses to the survey were received from students who
represented 23 private and public institutions across New South Wales,
Queensland, Victoria, the Australian Capital Territory and South Australia.
The great majority of respondents were aged over 26 years, with 43% aged
between 26 and 40 years while a further 40% were aged over 40 years. The
remainder was aged between 21 and 25 years (12%), or below 20 years of age
(5%). The sample was predominantly female (68% female, 32% male).
The majority of respondents (73%) did not belong to any of the targeted
access and equity groups. Of the total sample, 2% were of Aboriginal or Torres
Strait Islander origin, 6% were from a culturally and linguistically diverse
background while 19% were from rural or regionally isolated areas.
A majority of online students (64%) intend to complete the whole course
using the online mode. About 17% of the sample expects to complete some
modules/subjects online and the rest by other modes. Nineteen per cent of
students were undecided about future online learning.
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A large proportion of students (94%) were employed while studying online.
Of these, 13% were in part-time employment while 87% held full-time jobs.
What they studied online
Online students who participated in this study were studying at a range of
courses at certificate and diploma levels. Most (48%) of the sample undertaking
online courses were studying for a certificate III qualification. Approximately
26% were pursuing a certificate IV course while 14% were completing courses
for a certificate I or II (7% each), and 5% were undertaking studies for a
diploma, with 7% undertaking advanced diploma qualifications.
Among those pursuing studies through the online mode, about 65% said
they were completing their first module at the time of the survey.
Approximately 31% had already completed between one and five modules
through the online mode and 4% had completed over five modules using this
medium. While 12% of the sample had been doing online courses for less than
six months (indicating they were beginners), a majority (83%) said they had
been studying online courses for 6 to 12 months. Only 5% said they had been
studying online courses for more than 12 months. The most experienced online
student had been studying for 3.5 years through the online mode.
Where they studied online
The responses showed that 42% of students completed all of their online
learning from home. About 22% said all of their online learning took place at
work. About 17% completed their learning mostly at home with the remainder
at work, while 16% said they completed most of their online learning at work
and the rest at home. Only 2% of the sample said they completed their online
learning at the computer centre of their institute and 1% indicated their learning
took place at a friend’s house because they did not own a computer.
Why they studied online
The students were asked to state their reasons for undertaking online courses.
The statements provided by the sample were grouped under three main broad
reasons: flexibility, change and lack of choice.
Of the total sample, 68% undertook online learning because of flexibility in
terms of pace, time and place. Some examples of statements were:
Freedom—I can work at my own pace.
No time constraints, can work whenever I have time.
Due to geographical constraint. I live in the [sic] rural area.
Learner expectations and experiences 109
About 12% said they enrolled in online courses to experience a change from
traditional delivery systems.
Just wanted a change.
I have an interest in the internet systems.
I enrolled in a pilot course and wanted to test out the online system.
About 20% of the sample said they did not have a choice in the course they
were studying online because it was offered only through this mode. Among
them, a few commented that their employer requested they complete this course
online to participate in a pilot study.
Overall, the results show that the flexibility in time, place and pace are the
key reasons why students enrol in online courses.
Student support: What it is and where it is needed
Students learning online require similar support to those studying by more
traditional means (Carroll & McNickle 2000). These services are provided to
enable students to access learning support and other assistance to maximise
their chances of successful completion. Traditionally such support is seen in
terms of that required prior to enrolment and during the teaching and learning
process. However, in online and flexible approaches, learners also need a
measure of technical support.
In the context of online learning:
Pre-enrolment support includes career advice/counselling, course advice,
course information, information on enrolment procedures and payment
of fees.
Teaching and learning support includes induction and orientation to the
course and to online learning, communication strategies (including
processes to keep students in touch with each other and with staff), access
to study and research skills (time management, learning-to-learn
skills/independent learning skills), information literacy, and using the
web to access information, general learning support, and providing
access to learning resources (for example, the institution’s library).
Technical support relates to the information technology support that
provides students with a range of options to access assistance, including
phone, fax, email, frequently asked questions and helpdesk. It includes
providing hardware and software support for students as well as
ensuring that the systems function well, are easy to use and are reliable.
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Online learning: Research readings
Support prior to enrolment: What it involves
Services and support for pre-enrolment/enrolment are crucial for online
learning. Students have highlighted this area as being the primary concern for
providers, together with learning and teaching and technical assistance.
Enrolment requires user-friendly procedures and simple steps to enable
students to enrol without problems. Therefore, pre-enrolment support needs to
be accessible. One interviewee demonstrated the importance of this:
I am very disappointed in the lack of support I have been getting from the start.
The course was supposed to start in July and I am still waiting for some learning
material … please tell me where to go to get started on this course.
The five services with the highest expectations for pre-enrolment/enrolment
were:
detailed information about what is required to complete the
module/course
detailed information about the courses
security of personal details on the institute’s database
instructions on whom to approach for help
information on how to enrol.
Other highly regarded services included:
instructions on how to seek help
the software and hardware requirements needed to do the
course/module
recommended library resources to support learning.
Findings indicated that there was no significant difference in responses by
age. However, there was a significant difference in responses to four items by
gender. Females had a higher mean than males for:
detailed information about what is required to complete the
module/course
enrolment via the internet
security of personal details on the institute’s database.
There was a significant difference between the means of females and males
for the option to complete RPL [recognition of prior learning] via the internet.
There was also a significant difference in responses by online students who
were employed and those who were not in paid employment. In the latter case,
however, the sample is quite small.
Those who were not employed were more concerned about the cost of
completing modules or courses, the software and hardware requirements
Learner expectations and experiences 111
needed to do the course/module, the security of their personal details on the
institute’s database and their access to their institute’s student services. Those in
part-time employment had higher expectations for the software and hardware
requirements needed, detailed information about what is required to complete
the module/course and an assessment of their readiness for online learning.
Thus employment status (intuitively at least) and gender issues are likely to
affect the nature of the online program offered, particularly in relation to
information needs, security of personal information, the costs and the
technologies needed.
Support during study: What it involves
Learning and teaching are the backbones of what constitutes online delivery.
The major theme amongst the responses to the interview questions focussed on
the importance of total support through the entire learning and teaching
process. This should be provided in numerous forms and be continuously
accessible, and without presenting any difficulties.
Student support is important, so that students studying online have the same
support and facilities as ‘on- and off-campus’ students. Initially, the online
student group was seen as not requiring the same support as undergraduate or
VET students because they were assumed to be more mature, more independent
and more self-sufficient. This is true to some degree, as the majority of online
students in this study at least do seem to possess these characteristics. However,
these assumptions ignore that a student is learning and therefore requires help
like any other student.
In relation to teaching and learning support needs, the services that were
most highly regarded were:
clear statements of what I [the learner] was expected to learn
helpful feedback from teachers
requirements for assessment
communication with teachers using a variety of ways, for example, email,
online chat, face to face
timely feedback from teachers.
Other highly regarded services included:
course outline and learning outcomes
due dates for the different tasks
the return time for assignments
strategies for approaching assessment tasks
the way feedback is to be provided to me.
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There was no significant difference in the responses to the items by the
different age groups, indicating services for learning and teaching; however,
some significant differences were noted, with females having a higher mean
than males, particularly in relation to the ways in which communication and
feedback are provided. There was a significant difference in the expectations
(for this service) by online students who were employed and those not in
employment. The unemployed online students had a slightly higher mean, or
level of expectation, than employed students.
Technical support: What it involves
All students of online education have experienced technical difficulties.
Whether it was infrequent login access, slow-moving technology, or expensive
hardware, technical difficulties were experienced regularly.
Technical support expectations focussed on prompt technical service, as were
the results indicated by the interview sample.
The most expected services for technical support were:
quick response to technical problems
easy access to technical assistance
provision of technical (information technology) assistance throughout the
course
strategies for checking the accuracy/quality of information on the
internet
access to frequently asked questions and responses relating to technical
issues.
There was no significant difference in the mean responses for the technical
support services by age, gender or employed status.
Support: What learners say they want
Essentially students are looking for:
information to help them succeed in the program
regional support contact with teachers and tutors
quick responses from staff to their queries.
Box 1 shows the top ten services expected by online students drawn from
across the three major areas of student support studied.
On the whole, female students had higher expectations of support services
than males at pre-enrolment and during the teaching and learning process.
In addition, students who were unemployed generally had greater
expectations in relation to such issues as the costs, hardware and software
Learner expectations and experiences 113
requirements, access to student services and security of personal details than
students who were in employment.
Those employed part time were more concerned about hardware and
software requirements, requirements to complete the module/course and
assessment of their readiness for online approaches than their colleagues who
were fully employed.
However, there were no differences in mean responses related to
expectations of technical services on the basis of age, gender or employment
status. Finally, there were no significant differences on the basis of age in
relation to expectations for either pre-enrolment or teaching and learning
support services.
Interviewees were asked to state the most essential services for the
completion of their online learning programs. There were three key services that
online students perceived as essential. These are listed in order from most
discussed to least.
Detailed information on students
Students believed information was important, and the more of it the better.
They needed information about courses and how to enrol prior to enrolment,
and detailed information to help them to complete the course or module in
which they were enrolled. This also included clear information about what they
were expected to learn and the requirement for assessment. The security of their
own information and personal details were also important to them. Therefore
staff need to be very clear, and make it clear to learners, what information
concerning them (assessment feedback etc.) will be public and what will remain
confidential.
1
Detailed information about what is required to complete the module/course
2
Detailed information about the courses
3
Security of personal details on the institute’s database
4
Clear statements of what they are expected to learn
5
Helpful feedback from teachers
6
Requirements for assessment
7
Communication with teachers using a variety of ways, for example, email, online chat, face
to face
8
Timely feedback from teachers with agreed response times being met
9
Instructions on whom to approach for help
10 Information on how to enrol
Box 1: The top ten online student services
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Online learning: Research readings
Finally, the learners needed information about who to approach for help and
how and when they could be approached. This support and contact is particularly
important to learners. It is also important that it is both quick and timely.
Regular contact with the teachers/tutors
Students believed that it was most essential to have regular contact with
teachers and tutors as well as with other students. Many said they were able to
contact teachers/tutors and peers mainly through emails. The following
statements are examples of responses from the interviewees. Two students
reported that they required:
Teachers who are present on a regular and continuing basis through email
contact.
Personal and frequent contact with course supervisor/tutor.
Another student commented that:
Emails were not always answered and when they were took days to weeks to get a
reply. When you are doing a course online you need to be able to have access to a
tutor pretty much on the spot if you have any questions etc.
A few students were able to make regular contact by telephone. Others said
they would have liked more contact by telephone.
Online students believed that regular support for learning was also essential.
Teachers were expected to provide advice, directions and feedback on a regular
basis. Online students expected teachers to provide new information or resources
such as web pages, references and networks to support online learning.
Other elements of services that were suggested as essential included access
to peers (through email, phone and online chats), accurate record-keeping by
teachers, and clear navigation for self-help. A range of communication strategies
is available to students to communicate with teachers but not peers. One
student suggested that teachers should initiate the establishment of chat rooms
and facilitate scheduled discussions on a regular basis:
Design chat rooms for the students to support each other and for the teacher to
organise regular chats with his/her students.
One student suggested the establishment of noticeboards:
Forums/noticeboards are useful for asynchronous discussions—so that I can
participate even though I’m not available at the right times.
These elements of good practice and support reinforce the key features of a
high-quality online learning experience.
Quick responses from teachers/tutors
Some interviewees expressed disappointment with late or slow responses from
their teachers/tutors, particularly when they perceive technology as being able
Learner expectations and experiences 115
to enhance the return rate and timeframes. The statement from one interviewee
represents similar experiences by others.
Having access to course teacher/tutors is essential; in my experience it has taken
me two or three days to get an answer for my questions and I have forgotten or
lost interest by this stage.
Quick responses from teachers are essential to maintain momentum with study.
Long delays with responses and marking of assignments by teachers hinder and
handicap study and course completion.
One student suggested:
Feedback between students/teachers to be no longer than two days—frustration
and lack of enthusiasm seeps in after that.
It appears that online students recognise the capacity and ability of online
technology to provide quick responses and are expecting teachers/tutors to
operate quickly.
Student support: What needs to be improved?
When asked which areas of online services were most in need of improvement,
comments from students focussed mostly on facilitation by teachers and
technical systems.
Facilitation
The interviewees identified several shortcomings in teachers and their practices
which required improvement. The most frequent among their comments related to
the delay in response from teachers. They suggested that teachers should mark
assignments quickly and provide feedback to students within a reasonable timeframe
(two days was suggested by one student). Many added that teachers should inform
their students if they plan to take a vacation. One interviewee suggested that
teachers should not be changed during the period of the course and wrote:
Treat like face-to-face course and not rotate teachers and confuse students.
It was also suggested that teachers give a clearer explanation of what is
expected of online students.
One interviewee highlighted the importance of writing the content
specifically for online delivery:
Writer—very important that writers write to the appropriate audience. They need
to realise that writing to online students is different to writing for a class that
will be face to face and things can be explained.
Two comments from the interview participants indicated that students did
not think their teachers/tutors were trained well for online delivery.
Staff induction to online learning. They don’t seem very well trained.
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Online learning: Research readings
Tutors don’t know what they are doing. Do the tutors know exactly what is
expected of themselves?
Technical systems
A common problem encountered by many students related to attempts to refer
to content materials when completing assessments. The following statements
illustrate this problem and highlight an area which needs improvement:
When you are doing your assessments, it is handy to look back over the section
you studied … Not to get the answers, but to make sure you have included what
you intended. I found I had to hit the back button more often then not and lost
track of where I was going. There was a lot of switching between areas that I
found time-wasting.
Some online students suggested improvement to the log-in access.
Improve log-in access—how can a student contemplate doing the courses in
lunch breaks etc. if it can take an hour to log in.
Comments from online student illustrate their extensive level of knowledge
and understanding about interactive online materials. They have explored other
materials on the world wide web and experienced the capacities for
interactiveness, hence expect similar attributes in their learning materials.
Student support: What the teachers think
Due to the limited response from the teacher/co-ordinator group (N = 12), the
results can only be deemed an ‘indicator’ of the group perspective.
The teachers/co-ordinators were asked to list three support services for online
learning that they considered to be most useful to students. They were asked to
also list their perceptions of why this was so. The responses were as follows:
high-quality information technology helpdesk or call centre: students
need prompt resolution of difficulties or they lose confidence in the
validity of the online learning experience. A forum or bulletin board is
also needed for frequently asked questions
easy/convenient access to other learning resources and links (books,
software and hardware) that complement the online program: not all
resources can be provided online in a convenient and easy-to-use format.
There is still a need for print/paper resources and hardware
prompt (timely) communication to resolve issues arising from the online
program including feedback on assignments, responding to questions,
re-assessments and general and specialist concerns: this could be
accomplished by email, phone or by other means. Delays in this area are
especially significant online, where students should be (need to be) in
Learner expectations and experiences 117
control of their rate of progress. Continuing without essential correction
of misinterpretations, misinformation, incorrect assumptions and
perceptions can lead to having to ‘undo incorrect learning’, which places
a high demand on time for everyone. This includes tutorial support in
relation to content and learning activities that students undertake
face-to-face or online induction: there needs to be some kind of intensive
induction program that includes a range of the staff involved in
supporting learners, such as the content person, the lecturer, the resource
developer and information technology support staff.
What support services do students access most?
According to the teachers/co-ordinators the five services that were accessed
most frequently by students, included:
support: diverse offline flexible learning mechanisms in support of the
online program with facilitators being available 12 hours per day
(0900–2100)
access to variety of communication tools: phone/email contact to be made
available as part of the support mechanism and tutors to be in frequent
contact with most students
resources: external access to simulators and specialist resources including
links to state networks using WebCT (a learning management system)
and lending services for learning resources
helpdesk for general assistance
induction processes: this needs to include improving students’ literacy skills
in general, and information technology literacy in particular, prior to
beginning the online course and self-assessment on readiness for using
the mode, the particular learning system and software.
What needs improving?
The teachers/co-ordinators believe that services to students are limited in the
following areas:
information technology and internet services
pre-enrolment services, including pre-enrolment counselling
readiness and suitability assessment
administrative services, including the ability to make changes to personal
details through access by password, the option to complete recognition of
prior learning processes via the internet
requirements for assessment and quick, easy responses to technical
assistance.
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Online learning: Research readings
Student expectations
information on what
is required to
complete the course
information about the
course
security of personal
details
who to approach for
help
information on how
to enrol
Strategies for
intervention
clear instructions on
what they are
expected to learn
helpful feedback from
teachers
requirements for
assessment
communication with
teachers using a
variety of media
timely feedback from
teachers
Guidelines for support and strategies for
intervention
comprehensive accessible information available on
enrolment, course content, the institution, and
career options
information to be presented clearly and easy to
navigate
information to be made available in a range of
modes
constant and ready access to the course
contact persons to be available for clarification of
enrolment and course queries by email/phone/face
to face
an enrolling online webmaster to assist
information on who to ask for help and how to seek
help
information on costs, what is required to complete
the course, enrolment and security of personal
details
an enrolling online webmaster to assist or contacts
to be available in a range of modes to provide
guidance and assistance
course information to be presented clearly and
accurately with access to course advisor
comprehensive induction/orientation programs
induction/orientation skills to include study skills,
self-awareness of learning styles etc. and application
of the study skills for these styles
induction/orientation to be available in a variety of
modes
clear statements of what students are to learn in the
course
students to be allocated a mentor/contact for the
duration of the course
resources built into the learning material and also
available in hard copy
learning materials to be presented clearly and
comprehensively
references to other resources and learning materials
within learning materials
information to be presented in manageable amounts
online exams and resource/course material mode
available
timely and helpful feedback from teachers
Area
Pre-enrolment
Teaching/learning
Table 1: Guidelines for online support and intervention strategies
Learner expectations and experiences 119
Area
Teaching/learning
cont.
Technical support
Student expectations
Strategies for
intervention
quick response to
technical problems
easy access to
technical assistance
provision of technical
assistance throughout
course
strategies for checking
accuracy/quality of
information on the
internet
access to frequently
asked questions
Strategies for
intervention
Guidelines for support and strategies for
intervention
consistency—same tutor, same contact details,
consistent access
notice boards, frequently asked questions boards,
chat rooms
reliability—of material, teachers
communication with teachers using a variety of
ways e.g. email, online chat, face to face
requirements for assessment to be clearly presented
provision of communication with teachers and other
students
opportunities to practise skills
provision of bulletin boards, telephone, fax and
assessment strategies
strategies for working in groups and independently
comprehensive induction/orientation program
comprehensive resources and learning materials and
information
allocation of a mentor
teachers/mentors easily accessed
frequent communication between students and
teachers especially in the early stages
provision of technical (information technology)
assistance throughout the course to be available in a
number of forms i.e. telephone, fax and email
helpdesk
response times to be stipulated for addressing
technical problems
easy access to technical assistance
strategies for checking the accuracy/quality of
information on the internet
access to frequently asked questions
tips on downloading information, participating in
discussion groups and a technical glossary
guide to using email
provision of net etiquette and referencing
students to participate in an induction/orientation
program that has an introductory information
technology and internet component
provision of technical (information technology)
assistance throughout the course to be available in a
number of forms i.e. telephone, fax and email and
24 hours a day, seven days a week
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The good practice guide
As a result of the student feedback, the teacher/co-ordinator feedback and the
literature search undertaken, the guidelines in table 1 have been developed. It is
with some hesitation that this information is included due to the embryonic
stage of online learning and the limited feedback that has been gained from
online students for the study. These guidelines could be considered as minimum
requirements for online support; however, those students who are less
computer-literate or categorised within a disadvantaged group would possibly
require additional services, for example extra academic or technical support.
Summary and conclusions
For online delivery to attain its main purpose of creating flexibility and
enhancing access to learning, it is essential that providers supply the same
services to support online students that are provided to traditional classroom
students.
The diversity of information technology ensures an excellent tool for
enhancing flexibility and delivery forums and also has the potential to cater for
the needs of diverse groups of students. Accordingly, providers are using online
systems in combination with other modes to meet these client needs. However,
the precise nature of services offered by each provider to online students is
rarely shared for reasons which mainly relate to commercial-in-confidence
considerations. No minimum requirements or standards for student support
seem to exist for providers for use in online delivery. What each provider has or
is able to offer to support students depends on a number of factors, including
staff expertise with technology, finances, types and number of students and
whether the infrastructure is student-centred as opposed to the more traditional
teacher-centred.
The stakeholders involved in this study have strongly reinforced the
necessity for a range of support strategies which need to start from the time the
student enrols and which need to be made available for the duration of the
learning cycle. What is also clear is that the support solutions need to be
characterised by a more whole-of-organisation rather than a piecemeal
approach.
The transition from traditional classroom to online learning has the potential
to be an anxiety-inducing experience and for this reason many students fall by
the wayside. However, this experience can be minimised by adequately
supporting students, especially in the initial stages. Feedback from students,
teachers and research indicates that students need to be well informed of the
requirements of them as students, of the course requirements and of the
assessment requirements. The content needs to be presented so that it is easily
understood. It should be consistently presented and sufficiently detailed to
Learner expectations and experiences 121
enable them to become self-directed students. Students need to have ready
access to and efficient responses from information technology and academic
support to alleviate frustration and to assist with time management.
Student responses indicated the need for information on course and module
requirements and regular communication with teachers and tutors as the
underpinning requirements for successful completion of online learning. The
research found that there is a lack of opportunity for students to complete all
the necessary administrative procedures online.
However, the co-ordinator/teacher feedback indicated that the participating
institutions are providing online students with adequate information on the
course material and administrative procedures, with the exception of enrolling
online and paying online.
Respondent teachers/tutors also highlighted a deficiency in the provision of
self-awareness of the students’ dispositional skills and suitability, an area that is
gaining greater importance and also one becoming more aligned to completion
rates and success in flexible learning.
Providers have taken into account the benefits of the ongoing provision of
information to support their online study and have offered students
opportunities for communication, utilising a range of modes to facilitate
interaction/communication between teacher and students.
Teacher/co-ordinator responses highlighted the need for self-assessment to
be completed prior to enrolment along with the assessment of key
competencies. One comment received by teachers confirmed this: ‘We propose
to recommend that our online students become computer and web literate
before they undertake an online course’. These respondents also noted that
students could be given tips on how to keep motivated (for example, provision
of social space).
Other results of the study indicated that the key issues for registered training
organisations to consider, include:
specific professional development for teachers/tutors who are involved
in online delivery
allocation of dedicated staff to support online students so that they are
able to provide rapid response to enquiries
establishment of guidelines and directions for online students and
teachers/tutors
establishment of the roles and responsibilities of students as well as
teachers/tutors.
One key issue for national governing bodies, such as the Australian National
Training Authority, is the establishment of minimum standards for online
delivery to ensure any specific groups of online VET students are not
disadvantaged.
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Online learning: Research readings
The stakeholders involved in this study have also emphatically expressed the
necessity of provision of good communication between teachers and students,
timely and informative feedback from teachers in response to issues, and timely
responses to their information technology issues.
Students need to participate in a comprehensive induction/orientation
program which will address many of the issues they are likely to encounter in
the early stages of their course. Many assumptions have been made about the
skills students possess, especially information technology skills and literacy
skills, and their access to resources and to information technology. The literature
focussing on online support indicates that there is a general consensus that
students need to be supported with access to the same services as
traditional/classroom-based students. This support needs to start from the time
the student enquires about the course, and while this support requirement
usually declines over the duration of the course, it needs to be available
throughout the entire learning experience.
References
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Brookfield, S 1984, ‘Self-directed adult learning: A critical paradigm’, Australian Education
Quarterly, vol.35, no.2. pp.59–71.
Candy, P 1991, Self-direction for lifelong learning, Jossey-Bass, San Francisco.
Carroll, T & McNickle, C 2000, Online student services report, Canberra Institute of
Technology, Canberra.
Choy, S, McNickle, C & Clayton, B 2002, Learner expectations and experiences: An
examination of student views of support in online learning, NCVER, Adelaide.
James, T 1998, Literature review regarding student withdrawal and completion, Open Training
Education Network, Sydney.
McNickle, C 1999, Flexible delivery: Induction strategies and support for learner success. What
does the literature say?, Canberra Institute of Technology, Canberra, p.52.
Misko, J 1999, Different modes of delivery: Student outcomes and students’ perspectives,
Australian Vocational Education and Training Research Association, Melbourne.
Mitchell, J & Bluer, R 1997, A planning model for innovation: New learning technologies,
Office of Training and Further Education, Melbourne.
Phipps, R & Merisotis, J 1999, What’s the difference? A review of contemporary research on the
effectiveness of distance learning in higher education, The Institute for Higher Education
Policy, Washington DC, http:www.ihep.com/PUB.htm#diff [accessed: September
2000].
Van Stavaren, L , Beverley, S & Bloch, B 1999, Student support in flexible delivery, Vocational
Education and Assessment Centre, Sydney.
Warner, D, Christie, G & Choy, S 1998, The readiness of the VET sector for flexible delivery
including online learning, EdNA–VET Working Group, Australian National Training
Authority, Brisbane.