S1.1.2

=Students are provided with technical support materials linked to specific e-learning facilities. =

Evidence
The JISC Digital Libraries in the Classroom report (n.d.) set out to understand students' requirements for effective use of ICT, VLE and electronic information resources. The main findings were that students’ level of information literacy skills were often lower than academic staff had expected. And that students may need training not only in how to use a system from a functionality perspective but also how to use it effectively in their studies.

Kvavik and Caruso (2005) consider training to be an ongoing requirement as technology advances and changes, ‘[w]e cannot assume that students are prepared to take advantage of these technologies in the absence of planned, systematic, and just-in-time training that is based on a recognized level of required skills’ (p. 19).

Valtonen et al. (2009) study student readiness for e-learning. They discover that students are not all equally ready to undertake e-learning. There are negative, neutral, and positive attitudes and beliefs concerning online learning. Also, their ideas about the possibilities of e-learning are superficial. Students must be shown the point and possibilities of e-learning if it is to be successful. It is simply not true that just because students are digital natives that they have transferable skills and a disposition to work in online environments. Many students lack self-efficacy and hence are likely to avoid difficult tasks in a domain. Although the students utilize ICT tools in daily life efficiently, and the difference in ICT skills across students was small, there were marked differences in beliefs about e-learning. Many students do not know enough about the possibilities for e-learning because of ‘functional fixedness’. They simply aren’t used to using the web to learn. It is important to offer students more information about the characteristics and possibilities for online learning.

Resources
Evidence of capability in this practice is seen in the provision of information on how to get assistance with technology. This should consist of contact information for both telephone and email support as well as self-help facilities such as web pages and documentation.

Salmon’s (2000) 5 Step Model proposes a staged approach to supporting learners’ technology needs that begins by helping with setting up and accessing the system, sending and receiving messages, searching and personalizing software, conferencing, and links to other systems (pp. 25-37). Salmon notes the importance of providing encouragement and motivating learners by helping them to understand how efficiencies of integrated e-learning courses are beneficial: ‘It is a great mistake to assume that any participant will want to divert hours and hours to online conferences without good reason’ (p. 27).

McPherson & Nunes (2009) describe the integral role that tutors play in e-learning support. As agents responsible for the delivery of e-learning tutors must be equipped with an appropriate set of technical skills and be available to assist students in specific courses.

E-learning study skills guides exist, e.g.: http://www.amazon.co.uk/E-Learning-Skills-Study-Guides-Clarke/dp/1403917558