EMM v2.3 S3

'''S3. Student enquiries, questions and complaints are collected and managed formally'''

Background
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-today 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 non-completions (Moody, 2004).

To improve e-learning outcomes it is important to learn from past mistakes, according to Ehrmann (2002), who argues that tracking progress is not only necessary to stay on course but also to identify solvable problems that can attract fresh resources (p. 55). The results of monitoring should be used to inform ongoing and new development, and to support resources and strategy. Information on performance can be used as a tool for improving quality, but only if the information is disseminated. Such validation of e-learning practices and resources is a significant stage in the full cycle of organisational learning that describes success in terms of ‘student performance, student satisfaction, staff experience, and cost effectiveness, as judged in relation to the original intentions’ (Salmon, 2000, p. 236). Salmon discusses validating as one of six activities in the iterative process of creating an effective learning organisation infrastructure that enables ‘the system to learn about itself’ (p. 237).

Evidence of capability in this process 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. Policy should require the provision of this information in some standard way and guidelines should be provided on how student communications are to be handled, including timeframes and record-keeping. Teaching and support staff are provided with templates, examples, training and support in handling student complaints.

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) student support benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002) and; Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003).