Exploring the disconnections: Student interaction with support services upon commencement of distance education
AbstractWhile provision of appropriate supports in the first year of study has been found to have a positive effect on student success, supports targeting online and distance learners are often applied in a “goulash approach.” Against this backdrop, the research investigated the experiences of first-time distance learners with a view to informing the future design of supports during the early stages of the study lifecycle. The study was framed around Design-Based Research involving a mixed method approach over three phases: a stocktake of services designed to support distance learning; a pre- and post-semester survey of first-time distance learners; and a video diary phase that gathered the lived experiences of 20 students upon commencement of their study. Triangulated results of the three phases highlight a disconnection between institutional support services and the majority of first-time distance learners who demonstrated a self-sufficient, lone wolf approach to learning. .
Jul 29, 2013
How to Cite
BROWN, Mark et al. Exploring the disconnections: Student interaction with support services upon commencement of distance education. The International Journal of the First Year in Higher Education, [S.l.], v. 4, n. 2, p. 63-74, july 2013. ISSN 1838-2959. Available at: <http://fyhejournal.com/article/view/171>. Date accessed: 16 aug. 2018. doi: https://doi.org/10.5204/intjfyhe.v4i2.171.
distance education, student support, first year experience
Abstract Views : 850
PDF Views : 586
Abstract Views : 2782
PDF Views : 930