EMM v2.3 S4

'''S4. Students are provided with personal and learning support services when engaging in e-learning'''

Background
The use of e-learning to remove the constraint that students attend courses face-to-face does not remove the need for institutions to provide as full a range of support services as possible (Sewart, 1993; Valtonen et al., 2009). As well as technical support for e-learning students need support with personal and learning issues. It is important for the student to be welcomed and made sufficiently comfortable with the e-learning environment so that they are able to express and explain their need for and what they require from support (Clarke, 2004).

Evidence of capability in the process is seen in clear documentation, complying with a consistent institutional template, setting out the information necessary for accessing all available student services. Policy should require that this information be accurate, regularly reviewed and provided to students in advance of enrolment. Templates should be provided to ensure a consistent organisation and content. Elements that are standard to all courses should use wording prescribed by policy.

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); Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003) and; ADEC guiding principles for distance learning (American Distance Education Consortium, 2002).