O6.2.2

=E–learning technology practice sessions or tutorials organised and provided to all students as part of the course.=

Evidence
Concern about students lack of preparedness for e-learning is discussed by Hrabe et al., (2005) who also refer to students identifying online skills as ‘requiring a “steep learning curve”’ (p. 14). Hrabe et al. comment that e-learning preparedness is not an just issue for students with few capabilities and skills. Other students ‘who consider themselves to be technically proficient may have developed bad habits… that create barriers for them in the online context’ (p. 13). A technology resource, SPARK (Student Preparation and Resource Kit), is proposed to help with these issues. SPARK is an interactive CD-ROM programme that is designed to appeal to, and be instructive for, novice and competent users. It features an initial proficiency self-evaluation section that assists the user to navigate through to further sections that address their particular online learning knowledge and skill development needs. An evaluation of the SPARK programme’s effectiveness reports positive experiences for both user groups. Other institutions also make learning technology resources available to students such as, for example, the Deakin Learning Toolkit (Deakin University, 2006) comprising two CD ROMs, one containing comprehensive information on e-learning methods and procedures and the other containing a range of software applications.

Students’ capability for effective e-learning is a combination of their skills as learners and their abilities to make effective use of the various information sources and technologies provided by institutions generally, and specifically in particular courses and programmes. Like any skill, this must be practiced. Some degree of technical aptitude and experience can now be generally assumed although this does not mean that students are effective online learners (Hrabe et al., 2005).

Visser and Visser (2005) highlight the insight that student communication process capability development necessarily precedes technological skill development.

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).

Tallent-Runnels et al. (2006) reviewed the literature on online teaching and found that people with more prior experience and training in computer-related activities felt more satisfied and comfortable with their experience in an online environment.

Resources
Students must have the chance to practice with technologies before they are used in assessments. However, the link between exercises with novel technologies and their ultimate use may not be obvious and students may be discouraged if they don’t see the point of the exercise. It may be that ‘live’, organic, participation scenarios are more useful in some instances.

Minimum Recommended IT Specifications for UNSW Students (2008) http://www.its.unsw.edu.au/policies/docs/ITRequStudents_GUIDELINE.pdf