L3 1 3

=Students are provided with e-learning skills support through a variety of communication channels. =

Evidence
McPherson & Nunes (2009) note that students are ‘expected to develop high cognitive skills such as negotiation of meaning, life-long learning, reflective analysis and meta-cognition without being properly trained in low-level skills such as the basic use of computer mediated technology.’

Visser and Visser (2005) conclude that effective communication demands considerable attention to how, when, and what to communicate, and that interactive technologies have potential to increase interpersonal conversation and interactive participation in enriching learning processes and pleasurable experiences. However, this is mostly achieved by ‘dedicated and caring’ teachers who ensure that ‘all available communication means are used effectively to increase the quality of the learning and teaching environment’ (p. 29). Visser and Visser highlight the insight that student communication process capability development necessarily precedes technological skill development.

In a study specifying the critical success factors affecting e-learning technology adoption Selim (2007) surveys literature which shows that where technical advice and support are lacking, e-learning will not succeed.

Ho et al. (2010) found that e-learning system quality and e-learning readiness influence learning outcomes indirectly through e-learners' competency. Therefore, organizations that would like to implement e-learning with their employees should focus on improving individuals' online learning skills such as self-direction, meta-cognitive, and collaborative skills.

Resources
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).

Evidence of capability in this practice is seen in the provision of information on how to get assistance with technology. This should consist of contact information for both telephone and email support as well as self-help facilities such as web pages and documentation.

McPherson & Nunes (2009) describe the integral role that tutors play in e-learning support. As agents responsible for the delivery of e-learning tutors must be equipped with an appropriate set of technical skills and be available to assist students in specific courses.

Salmon’s (2000) 5 Step Model similarly proposes a staged approach to supporting learners’ technology needs that begins by helping with setting up and accessing the system, sending and receiving messages, searching and personalizing software, conferencing, and links to other systems (pp. 25-37). Salmon notes the importance of providing encouragement and motivating learners by helping them to understand how efficiencies of integrated e-learning course are beneficial: ‘It is a great mistake to assume that any participant will want to divert hours and hours to online conferences without good reason’ (p. 27).

The University of Florida has a one-stop e-learning support site for students and instructors https://lss.at.ufl.edu/

E-learning study skills guides exist, e.g.: http://www.amazon.co.uk/E-Learning-Skills-Study-Guides-Clarke/dp/1403917558