)6.1.1

=Promotional materials available to students prior to enrolment list e-learning instructions and requirements.=

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).

According to Vonderwell and Turner (2005) e-learners ‘need to be self-regulated, disciplined, and know how to learn and explore different sources and strategies for learning’ (p. 67). These requirements, and understanding how to meet them, is a pre-requisite for e-learning, which calls for students to be ‘prepared for technology, learning management, pedagogical practice, and the social roles required for online learning’ (Vonderwell and Zacharia, 2005, p. 225). Bouhnik and Marcus (2006) refer to students’ need for guidance to avoid functional and psychological barriers, and to ensure that the ‘technology itself will remain transparent’ (p. 303).

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 this practice is seen with the publishing of clear statements describing the use of various media and technologies and the requirements this will impose on students. This description should also provide access to any support information or documentation. All of this information should be provided for students in public course listings or catalogues prior to enrolment and also in enrolment packs.