Learner expectations and experiences: An examination of student views of support in online learning

Background

The integration of information technology into vocational education and training (VET) has dramatically enhanced flexible delivery within the sector by expanding and modernising their capabilities to include online learning. In doing so, learning services have been extended to meet the needs of a more diverse client group. With rapid growth in online innovations, research interests have also focussed on how the use of technology can enhance the delivery of courses.

The literature has shown that much of the emphasis has been on the technological component of online delivery as providers have grappled with the transfer of learning from traditional classroom mode to online. An examination of national databases, however, indicates a dearth of research undertaken in the area of support for students undertaking online learning. One area in particular that remains deficient relates to the nature of support that students expect. The full nature and range of services experienced by online students in the VET sector is also unknown. In view of this deficiency in research relating to services for online students, the National Research and Evaluation Committee (NREC) commissioned a study to explore the expectations and experiences of online students in the VET sector. This report contains the literature review, background to the study, methodology, findings and conclusions. A set of guidelines for providers is also included.

The benefits of online delivery have been perceived as including cost-effectiveness, just-in-time learning, student-controlled options, self-paced learning, interactivity, accessibility, uniformity of content, customised content, and regular and rapid update of content.

Through the use of technology, students have greater flexibility and control over the time, pace, place and resources for learning. Technology has enabled the development of interactive environments where the student is actively involved in the learning process. Students are now able to use technology to communicate effectively with many others for the purposes of learning. Web-based technology also provides access to databases and homepages to which resources for learning could be referred. Online customisation enables the identification of the strengths or weaknesses of students and addresses their needs accordingly. Furthermore, changes to content are completed in real time.

The body of literature on the use of online technology for learning continues to grow in response to rapid advances in technology. Consequently, new systems and practices continue to advance at a rapid pace, presenting some difficulties with evaluations to measure its effectiveness.

The need for support for students has been highlighted by a number of authors including Brookfield (1984), Candy (1991), Mitchell and Bluer (1997), Warner, Christie and Choy (1998), van Stavaren, Beverley and Bloch (1999) and McNickle (1999). The requirement for intervention strategies and support for students has also been emphasised in studies investigating non-completions in VET programs (for example, Baron, Thiele & Hintz 1995; James 1998; McNickle 1999; Misko 1999). Research on the quality of online learning has been undertaken; however, much of this is inconclusive.

Aim

The aims of the study were to:

• explore the theoretical frameworks/models underpinning student support and intervention strategies in online learning
• examine the current assumptions and practices in the delivery of online VET programs
• investigate student expectations and experiences of current practices at various stages in their programs of study
• develop guidelines for online support for both practitioners and students

Methodology

The methods used to undertake the research included:

• a review of websites and other databases of online providers
• a survey of online students in a range of registered training organisations (RTOs)
• brief interviews with key staff responsible for online delivery within RTOs
• a review of the literature

Student survey responses

Two hundred and one responses were received from students who represented 23 private and public institutions across New South Wales, Queensland, Victoria, Australian Capital Territory and South Australia.

Summary of survey results - students

Analysis of the survey responses show that the top ten services that online students expect are:

• detailed information about what is required to complete the module/course
• detailed information about the courses
• security of personal details on the institute's database
• clear statements of what they are expected to learn
• helpful feedback from teachers
• requirements for assessment
• communication with teachers using a variety of methods, for example, email, online chat, face to face
• timely feedback from teachers
• instructions on whom to approach for help
• information on how to enrol

Summary of interview findings - students

With a limited response to the interview questions, these findings should be considered as a sample of the group only.

The three key areas that students perceived as being essential were:

• regular contact with teachers/tutors
• quick responses from teachers/tutors
• regular support for learning

Services which had been established and which proved most beneficial:

• bulletin boards
• enrolment information with links to application forms
• course information including costs for each course
• the option to complete the assessment online

When asked which areas of online services were most in need of improvement, comments from students focussed mostly on facilitation by teachers and technical systems.

The interviewees identified several shortcomings in teachers and their practices. The most frequent among their comments related to the delay in response from teachers. They suggested that teachers should mark assignments quickly and provide feedback to students within a reasonable timeframe (two days was suggested by one student). Many added that teachers should inform their students if they plan to take holidays. One interviewee suggested that teachers should not be changed during the course time.

A common problem encountered by most students related to attempts to refer back (when working online) to content already completed when undertaking assessments. The following statement illustrates this problem:

When you are doing your assessments, it is handy to look back over the section you studied... Not to get the answers, but to make sure you have included what you intended. I found I had to hit the back button more often than not and lost track of where I was going. There was a lot of switching between areas that I found time-wasting.

Teacher/co-ordinator findings

Results indicate that the participating institutions are providing online students with adequate information on the course material and on administrative procedures. There is a deficiency in processes whereby students assess their existing skills and suitability for online courses. This is an area becoming more significant and one which is also being correlated with completion rates and success in flexible learning. Furthermore, a lack of provision for students to pay fees and enrol online was identified.

Providers have taken into account the need for effective and reliable communication and have provided opportunities for communication between teachers and students. Research has also shown that, by creating a learning community, students are more inclined to feel part of the institution and complete their course.

Again there is a lack of opportunity for students to complete all administrative procedures online. There is also a lack of guidance on how to prepare and write assignments. Little information is available to online students relating to net etiquette, code of conduct, frequently asked questions (FAQs), technical assistance and tips on referencing electronic material. There is little assistance provided on how to use search engines, how to access databases and on strategies for checking the accuracy/quality of information on the internet.

Comments from teachers/co-ordinators

At the completion of the survey, teachers/co-ordinators were asked if there were any services that they believed should be provided which had not been covered by other questions in the survey.

Their responses included areas such as self-assessments, assessment of key competencies, administrative matters, preparation for online learning. 

Teacher/co-ordinator interviews - findings

In summary, teachers/co-ordinators consider the most important student support services to be: a helpdesk with IT support, access to communication with tutorial support, an induction program and access to learning resources.

The five services that teachers/co-ordinators see students accessing most frequently are:

• Support: diverse off-line flexible learning structures to support the online program with facilitators being available 12.5 hours per day (0900 - 2100)
• Communication: phone/email contact needs to be available as part of the support mechanism and tutors should be in frequent contact with most students
• Resources: to include external access to simulators and specialist resources, links to State networks using WebCT, lending services for learning resources
• Helpdesk: for general assistance
• Induction processes: to include skilling students in written and IT literacy prior to starting and a self-assessment on learner readiness; for example, to enable students to operate software such as Windows and other platforms

Case studies - findings

The findings of the eight case studies, included the following:

• The online courses were either at certificate III or IV AQF level.
• There are specific teachers/tutors responsible for all student requirements in most courses studied. However, a number had IT support and in one case, a specific administration person responsible for online and distance students.
• Courses are very industry/practically oriented, with many students working in the specific industry discipline.
• Generally there are no prerequisites except in circumstance where students are expected to have computing skills and another where students are obliged to have certificate II in that discipline.
• The majority of providers require students to have access to at least a 486 PC with internet access - Internet Explorer or Netscape and Windows.
• In some circumstances the provider is linked to a central homepage which gives students access to a range of student services; however, if this is not the case, students are less able to access a variety of student services.
• Not all providers have an induction/orientation session available to students. The style of any such sessions varies. Sessions are mostly online with some face-to-face delivery.
• In one organisation students are assigned a mentor.
• Students are required to attend weekly online tutorials and perform specific assessment tasks.
• There is a range of communication modes available to students and teachers/facilitators for interaction and assistance.
• Most providers have an email response time (usually 24 hrs) for teachers and one provider has a response time for students as well.
• Communication between teachers/facilitators and students is seen as the most critical factor in the success of a course; completion is partly attributable to students 'belonging' to the online community brought about through good communication.

It should be noted that online delivery is in its infancy, with many courses either in the pilot identification stage or early stages of development. As a result identification of the best/innovative practices could possibly be premature. However, this study observed a number of noteworthy practices:

• Resources are built into learning materials and extra resources are available through links.
• Students studying an agricultural course, are required to have a workplace mentor or coach. Students are also encouraged to use industry-related contacts as resources for their study, for example, bank managers, chemical companies etc.
• Students are selected by TAFE NSW selection criteria and the course (IT) selection criteria outlined in the course information.
• One IT support course requires that students attend a compulsory workshop for observation of practical skills.
• In a community services and health course, students with similar skills are put in the one class and are located on the one site to encourage interaction.
• The platform used in one college enables the tutor to calculate how often the students log on, what they do and what their participation was.
• Teachers/co-ordinators considered the three limitations of their current online services to be:
• information technology
• support/teaching
• resources

Conclusions

The key issues for RTOs to consider include:

• specific professional development for teachers/tutors who are involved in online delivery
• allocation of dedicated staff to support online students to enable them to provide rapid response to enquiries
• establishment of guidelines and directions for online students and teachers/tutors
• establishment of the roles and responsibilities of students as well as teachers/tutors

The key issue for the VET sector is to set national minimum standards for online delivery to ensure that no group of online VET students is disadvantaged.