Providing learner support in ODL
Figure 2: Networked teacher
LEARNER ACTIVITIES
1. Read Roddy C., et al (2017) pg. 1-8 Retrieved from; (PDF) Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review (researchgate.net)
From the article, some of the competencies expected of an online instructor include:
2. This is a supplementary reading. If you have some 15 minutes to spare you may read a report on a
virtual hub,
Student Support Services for Online Learning Re- Imagined and Re-Invigorated:
Then, Now and What's to Come a unique
collaboration among California institutions that is addressing this online
learning learner challenges by creating a virtual hub of student support
resources and services that can be accessed at a time and place that is
convenient to the learner.
Figure 4: Integrated Online Support Services Hub
3. Read the article by (Shea & Armitage, 2002) Guidelines for creating student services online.
Conclusion
Most adults use technology on demand to solve their everyday problems. This creates an expectation that online services should be accessed 24/7, including online courses and the services that support them!
Indeed,
some learners are beginning to consider the quality of online support when
selecting ODL programs. Because of this, Institutions are under pressure to
rethink what types of support they offer, the accessibility of these services,
and how to make investments in student support that will have the greatest
impact on student success.
(Shea & Armitage, 2002) Guidelines for creating student services online gives a WCET's approach to describing and organizing online student support which uses a spider web graphic to illustrate the necessary scope and cross-functionality of services of Learner support. I would like you to consider the functions of the online tutor, particularly academic service and communication suite.
UNIT 2 – SUMMARY
In this unit, we have looked at the nature of tutoring in open and distance learning. We further looked at online tutoring because of the different nature of its ecosystem from the traditional ODL. This led us into looking at the set of skills and competencies expected of an online tutor. Lastly, we looked at how some institutions have integrated online tutoring with other learner support systems for effective and efficient leaner support service.
REFERENCES
1. ‘Learner Support in Open and Distance Learning (col.org) Learner support | OER Africa From https://oasis.col.org/items/f19c01e1-f23d-45dd-be3d-e8ca0fad5d17 Read (pg. 3.1 - 3.10)
4. Krishnan, C. (2012). Student Support Services in Distance Higher Education in India: A Critical Appraisal. International Journal of Research in Economics & Social Sciences 459 http://www.euroasiapub.org
5. Roddy C, Amiet DL, Chung J, Holt C, Shaw L, McKenzie S, Garivaldis F, Lodge JM and Mundy ME (2017) (PDF) Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review (researchgate.net)
4. Shea, P., & Armitage, S. (2002). Beyond the Administrative Core: Creating Web-Based Student Services for Online Learners. Boulder, CO: WCETLAAP Project. https://files.eric.ed.gov/fulltext/ED536193.pdf
6. Tony Bates: Learner Support in Teaching in a Digital Age
https://youtu.be/PEW92OytJMs