S3.1.1

=Students are provided with a mechanism for raising concerns or complaints. =

Evidence
The isolation of many students in e-learning situations calls for closer academic and administrative attention to all enquiries, questions, and complaints (Curry, 2003). While all institutions will have formal processes for student grievances, there are many other day-to-day concerns that need to be resolved quickly and professionally if they are to not to impair learning outcomes for students. Prompt, attentive responses to student enquiry communications ensure that motivation for learning is not compromised and lessens the potential for student incompletions (Moody, 2004).

Student Induction to E-learning (SIEL, draft March 2010). The SIEL report emphasizes that one of the criticisms and weaknesses of e-learning is that its retention rate is demonstrably lower than traditional face to face classes. Online courses have a failed retention rate 10-20% higher than traditional courses. It is argued that total support for new e-learning students is needed to ensure good retention rates. This support necessarily must take many forms in a complete package. ‘A student’s first set of experiences with e-learning can be either a barrier to retention or contribute to the likelihood of persistence’ (p. 7). Consequences of a poor set of first experiences with e-learning include individual and social effects, disruption to a student’s goals, cost to the student, negative testimonials, and loss for future participants in e-learning in general. The SIEL report reviews the literature on best practice for student support and lists many recommendations.

Dirr (2003) reports that students often resort to expressing their frustrations to each other concerning technical problems, poor support, and ambiguous course instructions. Citing Krauth and Carbajal (1999), Dirr (2003) highlights the success of institutions who have moved from a service provider approach, to a customer service approach that includes ‘decision support systems that offer students a variety of opportunities for self-help and customized services’ (p. 471).

Evidence of capability in this practice is seen in the provision of instructions to students in all courses on where to communicate any concerns they might have about any aspect of their learning. This should either be a single student help desk or a clear list that provides alternatives and indicates how these are to be used, such as particular contacts for technical issues and others for learning concerns or complaints

Resources
The primary focus for institutions, according to SIEL (SIEL draft March 2010) is to anticipate the needs of the students. Improving post-secondary student e-learning and retention involves putting mechanisms in place to assist with communicating student and institutional expectations prior to the student’s first e-learning experience. Understanding best practice for student induction, undertaking self-assessment to evaluate institutional e-learning induction practices, and preparing first-year students for e-learning all during the early weeks of their first course. The SIEL report details in a matrix how all this can be done.

Policy on Handling student complaints

http://www.gsu.uts.edu.au/policies/complaintspolicy.html

Student complaints policy

http://www.rmit.com.au/browse;ID=tk82eodesmot1