EMM v2.3 O6

'''O6. Students are provided with information on e-learning technologies prior to starting courses'''

Background
The use of e-learning is sufficiently unfamiliar to many students, and the range of possibilities so diverse, that it is important to warn students and provide them with opportunities to familiarise themselves with what to expect (Hillesheim, 1998). If institutions want all students to graduate with the information technology skills required for their area of specialty then every program should have a clear statement about the need for a computer, or other relevant technologies, the benefits it will provide, how the technologies will be supplied, and technical specifications (Bates 2007).

Many students will need to make particular arrangements so they get the most benefit from e-learning. Supplying them with the information in advance ensures that they will not be forced to withdraw at a later date, or struggle to raise their technology skills while trying to learn the course content (Fredericksen et al., 1999; Waterhouse and Rogers, 2004, Ragan, 1999). It cannot, however, be assumed that students will adopt new technologies without the availability of comprehensive training based on systematic planning that recognises required skill levels: “Students need to learn how to learn with the new technologies [and] Institutions should… articulate concrete IT learner competencies and literacy for students” (Kvavik and Caruso, 2005, p. 19).

Evidence of capability in this process is seen with the publishing of clear statements describing the use of various media and technologies and the requirements this will impose on students. This description should also provide access to any support information or documentation. All of this information should be provided for students in public course listings or catalogues prior to enrolment and also in enrolment packs. Policy should require that this information be provided and maintained. Institutional guidelines should set in place how teaching and administrative staff communicate standard technologies and media used in courses. Instructions for use, minimum requirements, and support of standard technologies should be provided and maintained through a central repository linked to the course requirements statement.

Related Guidelines and Standards
This process is informed by: 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).