By Roger Mills, Alan Tait
Distance studying is turning into an more and more well known manner of learning, and such a lot universities now supply classes utilizing those tools. state-of-the-art scholars, although, are challenging top of the range, consumer-focused and versatile classes, in addition to studying assets and energetic learner aid. which means companies of distance schooling have to think again key matters approximately their learner help structures, making sure that this can be introduced thoroughly and effectively.Considering the altering wishes and calls for of distance schooling scholars, this publication attracts jointly contributions from the united kingdom, united states, Hong Kong, Australia, Japan, South Africa and Botswana, to provide a world standpoint on:* the demanding situations and possibilities of data and communique applied sciences (ICT)* caliber insurance, commercialisation and the learner as client* the impression on rookies of cultural transformations on internationalised curricula* the consequences for learner help of a much wider variety of learnersThis e-book might be learn via all these enthusiastic about constructing and providing distance schooling classes.
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Additional info for Rethinking Learner Support in Distance Education: Change and Continuity in an International Context (Routledge Studies in Distance Education)
Stewart (Milton Keynes, UK: The Open University). Ramsden, P. (1988) Improving Learning: New Perspectives (London: Kogan Page). Rowntree, D. (1987) Assessing Students: How Shall We Know Them? (London: Kogan Page). Simpson, O. (2000) Supporting Students in Open and Distance Learning (London: Kogan Page). Tait, A. (1995) Student support in open and distance learning, in Lockwood, F. ), Open and Distance Learning Today (London: Routledge). 28 Norma Corry and Tony Lelliott 3 Supporting the masses? Learner perceptions of a South African ODL programme Norma Corry and Tony Lelliott Introduction The challenge facing tertiary institutions of accommodating changing educational needs has been in the forefront of discussion in recent years.
On-line support includes the use of software tools, automated (and tutor marked) feedback on performance, technical support, as well as more traditional supervision by tutors. However, Supporting the masses? 29 tutors, instead of providing regular (weekly or monthly) face-to-face sessions for their tutor group, are now challenged to provide ‘instant’ feedback to their tutees, resulting in excessive time demands and ‘interaction fatigue’ (Mason, 2001). g. face-to-face tutoring). He further suggests that there is ‘no universal blueprint for the establishment of student support systems’, and that any system will depend on a wide range of variation across the elements that comprise the support.
Ramsden (1988, p. 19) explains these two concepts in the following way. The main difference is that a deep approach is characterised by an intention to understand, whereas a surface approach is characterised by an intention to complete the learning task assignments. Learners who take a deep approach focus on ‘what is signified’ while those who take a surface approach focus on ‘the signs’ (or the text). Learners who take a deep approach to learning are able to relate new concepts to everyday experience and to what they already know, and reflectively organise and structure content to make links and associations.