S6.2.3

=E–learning design and (re)development procedures address the use of digital information by students. =

Evidence
Skills for effectively engaging in e-learning need to be learned and learners need to be supported and encouraged by teaching staff. Any technical problems or difficulties must be quickly and efficiently resolved to ensure students remain motivated. Salmon (2000) describes a five step method that progressively introduces students to increasingly complex technical elements and the skills they involve. Step one involves establishing access; step two, establishing communication; step three, finding and exchanging information; step four, participating in conferences; step five, developing experience and independence. This staged approach enables planned technical support.

Laurillard (2002) discusses how e-learning support relies on academics defining service targets and contingency measures. She describes the provision of support staff for e-learning materials and services as analogous with library staff: ‘They have to be institution-based…responsive to problems and act immediately to correct errors or breakdowns…able to deal with a range of subjects…knowledgeable about access to materials, rather than details about their content…manage the complexity of material and support decisions…ensure that the materials are operationally sound’ (p. 234).