EMM v2.3 O7

'''O7. Students are provided with information on e-learning pedagogies prior to starting courses'''

Background
The term ‘e-learning’ encompasses a wide range of applications and activities, making confusion a real possibility (Clarke, 2004). Because e-learning includes many different, and often new, technical and conceptual approaches, students need to be fully informed about why and how e-learning is being implemented and applied to their study programme, and what consequential benefits are available (Hillesheim, 1998).Laurillard (2002) notes that one of the greatest dissatisfactions with students’ performance is that students did not understand what was required of them (2002, p. 218). This must be explicitly negotiated with students.

Students’ approaches to learning and their perception of learning contexts are interconnected (Ramsden, 1998); it is therefore crucial to provide access to all relevant information about learning approaches and technologies to “[e]nsure that the logistics of the academic context allow students to study effectively and efficiently” (Laurillard, 2002, p. 208). Such information should be made available at the earliest opportunity to ensure students are able to understand the competency and technical requirements of a programme before enrolling. Many students will need to make particular arrangements to ensure that they get the most benefit from e-learning, and supplying them with the information in advance ensures that they are not forced to withdraw at a later date or to struggle to raise their skills (Waterhouse and Rogers, 2004). Several studies show that people devote a great amount of time to learning new skills that they must possess to be successful in the online learning environment (Davidson-Shrivers et al. 2000; Richards & Ridley 1997; Warschauer 1998; Wells 2000).

Evidence of capability in this process is seen in the incorporation of clear statements describing the use of various media and technologies and the requirements that this will impose on students. This description should also provide access to any support information or documentation. All of this should be provided publicly for students prior to enrolment and preferably also in enrolment packs. Policy should require that this information be provided and maintained along with guidelines that demonstrate how to communicate information on the standard technologies and media used in courses. Instructions for the use and support of standard technologies should be provided and maintained through a central repository.

Related Guidelines and Standards
This process is informed by: Quality On the Line: Benchmarks for success in internet-based distance education (Merisotis, J. P., & Phipps, R. A., 2000) course support benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002); Australian National Training Authority, quality assurance information kit: Training package support materials (2002); Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003) and; ADEC guiding principles for distance learning (American Distance Education Consortium, 2002).