S2.1.1

=Students are provided with library facilities. =

Evidence
One of the significant benefits of campus-based learning is access to library and research facilities. Regardless of the mode of delivery, if students are to achieve the full benefit of their courses they need similar access (Lebowitz, 1997), particularly if they are to engage in research (process L6). The American Library Association guidelines for distance learning clearly state “Access to adequate library services and resources is essential for the attainment of superior academic skills in post-secondary education” (ALA, 2004).

Resources
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.

The Role of Librarians in e-Learning

http://library.queensu.ca/wiki/elearning/doku.php?id=role_of_librarians_in_e-learning

Active and Creative Roles for Libraries

http://conferences.alia.org.au/online2003/papers/walker.html

Library Involvement in Remote Learning: Framework for Integration of Services.

http://eprints.qut.edu.au/archive/00001929/01/Paper_preprint.pdf