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=Students are provided with technical support for all of the communication channels in use=

Evidence
Students should be provided with information on how to access and use different communication channels or modes. It cannot be assumed that all students are familiar with a variety of interaction modes. In their review of online courses, Tallent-Runnels et al. (2006) found that students with prior computer training were more satisfied with online learning.

The IMS Student Induction to E-learning report (SIEL, draft March 2010) 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.

Resources
The primary focus for institutions, according to the IMS Global Learning Consortium (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.

Specifically with respect to communication support, Visser & Visser (2005) argue that communication exercises should be included in course introductions. Their focus is not so much on specific communication technologies, as on how best and most effectively make use of them. Interactive technologies can greatly increase the possibilities for teacher-student dialogue and for active student participation. But students need to be shown how to do this.

Forman et al. (2002) emphasize the importance of learner support. The total learning environment must provide access irrespective of gender, race, or disability, and cater for a range of learning styles. Part of this support is assisting diverse students select courses, and institutions avoiding setting students up to fail by not checking their commitment and preparedness to study through e-learning. In a high quality service, 24 hour academic support should be assured for every student. If individualized support is provided then the institution will get to know its e-learning learners and an academic rapport is built that facilitates achievement and enjoyment. E-learning when well orchestrated can eradicate feelings of alienation and discrimination that learners in some situations may feel. Ideally there will be a ‘one-stop-shop’ for the learner, linking with central services such as finance, quality assurance, library, marketing and contact with academics. Constant encouragement is needed to ensure that students make optimal use of support mechanisms that are in place.

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.