L6 1 3

=Students are provided with information on accessing course content. =

Evidence
At the most fundamental level students need to be able to access the course materials. Students need guidance on where to get started. Such things as knowing how to access the institutional LMS and other administrative systems cannot be assumed. Student Induction to E-learning (SIEL, draft March 2010). The SIEL 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.

According to Mcknight (2003), information support services are playing an increasing partnership role in online teaching and learning to ensure explicit curriculum content is well-resourced, and that students are properly supported (p. 380).

Observing that reader education and information literacy instruction has long been a function of libraries, she characterises the role of librarian changing from a ‘custodian of books to being a true partner in learning and teaching’ (p. 381). In concluding that differences between curriculum materials and supporting information resources are unnoticed by students, McKnight foresees librarians as members of a collaborative multidisciplinary team ‘creating new learning resources and environments for the seamless delivery of the curriculum and support materials’ (p. 384).

It cannot be assumed that students are ‘so computer literate that they do not need library research classes’ (Salisbury & Ellis 2003). This entails that students must be provided information on how to access course content, particularly if a variety of computer-based sources and tools are used.

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 through the provision of resources on conducting research, resources on finding content and other information via links to suitable databases, instructions on where to find suitable books and support materials provided by groups such as libraries on information literacy skills.

If a group of students is not already familiar with the technology to be used for the course, a face to face meeting may be desirable at the outset.

Salisbury & Ellis (2003) found that information literacy interventions contributed a substantial improvement to student research skills. However, only half the students were meeting all the objectives tested. They conclude that ongoing information literacy skills sessions are required. A single information literacy session a semester is inadequate. Furthermore, the method of delivery (online vs hands-on) did not matter. Given different student preferences this suggests a range of options be offered perhaps able to be accessed by students at any time.