S1.1.1

=Students are provided with e-learning technical support through a variety of communication channels. =

Evidence
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). 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. Recent research shows that student’s need for technical assistance is no longer seen as a significant barrier to e-learning for younger students (Muilenburg and Berge, 2005), however, older students report the need for greater assistance (Kvavik and Caruso, 2005, p. 9). Also, even those students who consider themselves to be technologically accomplished may have picked up bad habits over the years (Hrabe et al 2005).

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.

The JISC Digital Libraries in the Classroom report 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.

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.

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).

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.’

In a study specifying the critical success factors affecting e-learning technology adoption Selim (2007) surveys literature which shows that where technical advice and support are lacking, e-learning will not succeed.

Sun et al. (2008) found that learners’ computer anxiety hampered their satisfaction with e-learning. Helping students to build their confidence in using computers will make e-learning more enjoyable. Instructors attitudes are important here too.

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.

The primary focus for institutions, according to SIEL (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.

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.

The University of Florida has a one-stop e-learning support site for students and instructors https://lss.at.ufl.edu/

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

Student technical support may take a variety of forms. There could be printed guides, websites, FAQs, email and phone help-desks, and one-on-one assistance. Introductory courses can be offered as well as course-specific support. See Auckland University’s ‘Student IT Essentials’ guide and homepage, which provides direct link to IT support.