L3 3 4

=Institutional policies define the provision of student e-learning support.=

Evidence
Policies need to express a minimum expectation for support services for all students, including the mechanism by which student needs are determined and met, irrespective of the mode of delivery, otherwise there is a risk that students in some modes of delivery will not get needed support simply because the staff involved were not aware of their institutions responsibilities and commitments. Need to be linked with 'pastoral care' obligations of institutions which apply irrespective of mode of delivery.

The use of e-learning to remove the constraint that students attend courses face-to-face does not remove the need for institutions to provide as full a range of support services as possible (Sewart, 1993). As well as technical support for e-learning students need support with personal and learning issues.

Evidence of capability in the practice is seen in clear documentation, complying with a consistent institutional template, setting out the information necessary for accessing all available student services.

Established distance learning institutions recognise the importance of strong student support. For example, the UK Open University has a tutor to learner ration of 20-25:1 and tutor responsibilities include ‘maintaining personal contact with their students…and mediating the learning experience’ (Daniel and Mackintosh, 2003, p. 819). And, the University of South Africa has a Department of Student Support that arranges face-to-face tutorials, although Daniel and Mackintosh note that resourcing this facility is a challenge.

Student support is not just a formal service to be delivered it is also an on-going informal dynamic process that students must involve themselves in, and it needs to be fostered. As Clarke (Clarke, 2004) advises, ‘support is not limited to the formal support of your tutors but can include: other learners; study circles/groups; family; friends; learning centre staff; workplace instructors; mentors; tutors’ (pp. 16-17).

It is important for the student to be welcomed and made sufficiently comfortable with the e-learning environment so that they are able to express and explain their need for and what they require from support. Clarke describes five key elements that the online tutor provides to help to make this happen: welcome/ confidence; support; feedback; facilitation; monitoring.