EMM v2.3 S1

'''S1. Students are provided with technical assistance when engaging in e-learning'''

Background
The dependence of e-learning on technology means that students must be able to receive support to ensure they can make effective use of that technology whenever they choose to study (Ragan, 1999; Salmon, 2000; Laurillard, 2002; Valtonen et al., 2009). Access to support facilities has been shown to correlate with improved learning outcomes (Fredericksen et al., 1999) but this is obviously predicated on students getting a professional and timely service. 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. A study by Kedar et al., (2003) indicates that if technological and technical problems are not promptly resolved, students express dissatisfaction with e-learning systems  (Bouhnik and Marcus, 2006, p. 303). Technical problems and learning difficulties are related, according to  Clyde and Delohery (2005): ‘…half of the students claiming technical problems…have been experiencing problems with their own learning curve’ (p. 38).

Clyde and Delohery (2005) recommend, as do others (for example, Vonderwell and Zacharia, 2005), a preemptive approach to technical problems that assesses student’s technical capabilities to ensure that appropriate levels of institutional or specific training and support are made available as needed before they impact negatively on student learning. McPherson & Nunes (2009) note that students are ‘expected to develop high cognitive skills such as negotiation of meaning, life-long learning, reflective analysis and meta-cognition without being properly trained in low-level skills such as the basic use of computer mediated technology.’ Selim's (2007) review notes that where technical advice and support are lacking, e-learning will not succeed. Sun et al. (2007) found that learners’ computer anxiety hampered their satisfaction with e-learning.

Evidence of capability in this process 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. It should convey how student requests will be treated and the timeframe within which they can expect assistance. Course specific information should be supplied when technologies are used other than those formally and normally required and supported by the institution. Policies and guidelines should communicate the extent of support available and the timeframes within which support is provided. Support staff are provided with templates, examples, training and support in using the range of resources available to assist students.

Related Guidelines and Standards
This process is informed by: Quality On the Line: Benchmarks for success in internet-based distance education (Merisotis, J. P., & Phipps, R. A., 2000) course support benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002); Australian National Training Authority, quality assurance information kit: Training package support materials (2002); Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003) and; ADEC guiding principles for distance learning (American Distance Education Consortium, 2002).