S6.1.1

=Teaching staff are provided with support resources (including training, guidelines and examples) on the use of digital information by students. =

Evidence
Newton (2003) lists factors likely to detract from integrating technology into higher education. These include: the increased time commitment of staff, a lack of incentives, lack of strategic planning and lack of support (technological and pedagogical). Institutions must support staff engaging in e-Learning.

Milne & White (2005) collect together twenty-three sets of e-learning quality guidelines from an array of geographical regions. Such guidelines, or something like them, should be part of the support offered to staff by their organizations. Staff need guidelines, and examples of good practice.

E–learning involves a dynamic and complex information and communications environment that necessitates technical support for teaching staff to ensure students are able make best use of facilities and resources. The creation and use of electronic information resources by students is particularly challenging as Internet sources, in particular, are simultaneously easier to search and access while also generally being less reliable. The handling and storage of documents created by students also presents challenges ranging from the technical ones of format, through concerns arising from viruses. Backup and authorised access to student work also needs careful attention.

As Palloff and Pratt (2002) observe, traditional expectations of the teaching-learning process are overturned in e-learning, with students largely unaware of the challenges they will encounter. Thus there is a crucial need for students and teachers to become oriented to and understand this new relationship. The information and communication challenges of ‘learning to learn online’ (p. 179) are such that unexpected technical difficulties can overload challenges and turn students off. Strong technical support alleviates this problem: ‘When faculty and students are provided with good training and support for online teaching and learning, the likely outcomes is excitement about new ways of teaching and learning’ (p. 182).

Resources
Evidence of capability in this practice is seen with the provision of facilities and support during the design and development of projects, including documentation and training for staff as well as templates and other materials for use with students.

Khan (2005) advises pre-planning an approach to technical support ‘and coming up with meaningful solutions so that learners can easily follow them to fix technical problems and continue their learning process’ (p. 354). He adds that students’ motivation is easily disrupted by technical problems, and that ‘[h]elping learners during disaster times is the best help’ (p. 354). Clyde and Delohery (2005) also recommend planning ahead for technical resources and support to ensure a positive learning experience for students (p. 85).