O8.1.1

=Promotional materials available to students prior to enrolment list administrative requirements.=

Evidence
The expanding integration of previously discrete components of institutional systems is increasing the pedagogical and operational complexity of e-learning. But it is also enabling the provision of accurate, consistent, complete, and timely administrative information for students. Levy and Ramim (2004) discuss the importance of institutional support for students that extends beyond online learning to include: ‘registration, financial aid, the library, the bookstore, advisors, student organizations and virtual communities’ (p. 285). Furthermore, as Khan (2005) observes, ‘[s]ince more and more institutions offer e-learning programs, learners have more options to compare quality, services, price, and convenience of education providers’ (p. 23).

Relating the importance of coherent policy to effective e-learning, Waterhouse and Rogers (2004) promote not only the benefits that provision of comprehensive information brings to student familiarisation, but also the potential time savings available from simplifying administrative procedures. Consistent, clear information on the administrative aspects of courses ensures that staff are able to focus on teaching aspects rather than details of enrolment and also ensures that students are clear on the focus and can ensure that they are properly prepared for study (Waterhouse and Rogers, 2004).

Agre (2002) expresses concern for students personal and professional development and comments on the importance of students having access to information that enables them to establish for themselves what they want from a particular course: ‘The…university should be able to facilitate this kind of self-discovery, and should not undermine it by fragmenting itself in a hundred incompatible directions’ (p. 163). In addressing such administrative issues, Schauer et al., (2005) discuss the need for a collaborative approach because ‘[w]hile categories of issues can be defined, the way in which the issues are addressed becomes an interactive and responsive process as distance delivery grows and matures’ (Summary ¶ 1), and students must not only be able to recognise that issues are being addressed appropriately, but also be able to participate in the responsive process. As Smith (2005) has observed, the ‘virtual’ nature of the online environment presents institutions with greater challenges than the physical environment does, to ensure that students are fully supported (p. 28).

The Student Induction to E-learning (SIEL, draft March 2010) 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.

Resources
The primary focus for institutions, according to (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.

Evidence of capability in the practice is seen in clear documentation, complying with a consistent institutional template, setting out the course and institution administrative information.