O6.2.1

=Course documentation describes the e-learning technologies used.=

Evidence
The use of e-learning is sufficiently unfamiliar to many students, and the range of possibilities so diverse, that it is important to warn students and provide them with opportunities to familiarise themselves with what to expect (Hillesheim, 1998). Many students will need to make particular arrangements so they get the most benefit from e-learning and supplying them with the information in advance ensures that they will not be forced to withdraw at a later date, or struggle to raise their technology skills while trying to learn the course content (Fredericksen et al., 1999; Waterhouse and Rogers, 2004, Ragan, 1999).

Kirkwood and Price (2005) note that educational purposes and pedagogy are as important as technologies, ‘with students understanding not only how to work with ICTs, but why it is of benefit for them to do so’ (p. 257). This view emphasises the need for teachers to be involved in explaining their role in e-learning procedures.

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 the Student Induction to e-learning report(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.