EMM v2.3 L3

'''L3. Students are provided with e-learning skill development'''

Background
Students’ capability for effective e-learning is a combination of their skills as learners and their abilities to make effective use of the various information sources and technologies provided by institutions generally, and specifically in particular courses and programmes. Some degree of technical aptitude and experience can now be generally assumed although this does not mean that students are effective online learners (Hrabe et al., 2005; Valtonen et al., 2009). Students need well-integrated technical support and advice to ensure they have the necessary competencies for e-learning (Selim, 2007; Ho et al., 2010).

Care must be taken when designing the pedagogical elements of e-learning to ensure that students are provided with clear and explicit guidance of how the technologies should be used to support their learning. A strong constructive alignment of learning outcomes, technologies and pedagogies must be clear in the design and delivery of e-learning courses and programmes (Kirkwood and Price, 2005). Communication tools are a key aspect of engaging students provided that their use is focused in a way that generates shared experiences and effective connections between the students, the teaching staff and the course or programme domain (Visser and Visser, 2005). Students need to learn how they can learn with new technologies and this training must be continuous (Kvavik & Caruso 2005).

Evidence of capability in this process is shown by clear communication to students of the pedagogical strategy of courses and programmes. The contribution of technological tools in assisting students in attaining the learning objectives of the course or programme should be clear. Students should be supported in understanding what is expected from them as learners and in gaining the necessary generic and specific learning skills, including attaining competency with the associated technologies. Teaching staff should be supported in developing their own skills as learning facilitators able to engage the students in effective learning built on a foundation of practice, demonstrated competency and guided reflection.

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) student support benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002) and; Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003).