S3.2.1

=Students are provided with a formally documented procedure for making complaints. =

Evidence
The isolation of many students in e-learning situations calls for closer academic and administrative attention to all enquiries, questions, and complaints (Curry, 2003). While all institutions will have formal processes for student grievances, there are many other day-to-day concerns that need to be resolved quickly and professionally if they are to not to impair learning outcomes for students. Prompt, attentive responses to student enquiry communications ensure that motivation for learning is not compromised and lessens the potential for student incompletions (Moody, 2004).

Dirr (2003) reports that students often resort to expressing their frustrations to each other concerning technical problems, poor support, and ambiguous course instructions. Citing Krauth and Carbajal (1999), Dirr (2003) highlights the success of institutions who have moved from a service provider approach, to a customer service approach that includes ‘decision support systems that offer students a variety of opportunities for self-help and customized services’ (p. 471).

Resources
Evidence of capability in this practice is seen in the provision of instructions to students in all courses on where to communicate any concerns they might have about any aspect of their learning. This should either be a single student help desk or a clear list that provides alternatives and indicates how these are to be used, such as particular contacts for technical issues and others for learning concerns or complaints

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.

Policy on Handling student complaints

http://www.gsu.uts.edu.au/policies/complaintspolicy.html

Student complaints policy

http://www.rmit.com.au/browse;ID=tk82eodesmot1