EN:

This paper discusses the aspect of student support that emerged as a key component of a longitudinal study into the experiences of nurses studying through open learning in the UK. Students engaged in this study were mature learners who were practicing nurses and predominantly, but not exclusively, women. Participants perceived entering higher education as a considerable challenge.

EN:

This paper reports on developments in study centers in Germany and in particular the experience of the Center for Distance Education at Carl von Ossietzky University of Oldenburg. Emphasis in this paper has been placed on the challenges faced by German universities in the electronic age, which in its early stages began in 1995. The purpose of this paper is to ground the establishment of open and distance study centres vis-à-vis the unique cultural and institutional circumstances characteristic of Germany and its institutions of higher education.

EN:

A critical component of an effective retention program for online students is a learner support services program. While many factors contribute to attrition, at the top of the list are level of interaction and support. To this end, some students in distance learning programs and courses report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. This article describes the types of learner support services strategies that can effectively address these retention challenges. Examples from Western Governors University (WGU) are provided to describe these strategies in action.

EN:

This study identifies and explores a range of themes, issues and questions that commonly confront adults contemplating enrolment in university, and why they persist. The study focuses particularly on issues facing prospective adult distance education learners. From a range of interviews, six themes were identified including fears, motivation, support from home, academic preparedness, suitability of programs, and identity change.

It is argued that the more effective we become at information provision, guidance and preparation of adult pre-entry open and distance learners, the more likely students will experience a smooth transition to study, thus improving both student satisfaction and retention rates. Successful intervention with prospective distance education learners at this early point should aim to assist the process of informed decision making, which could result equally in an individual deciding not to pursue university study. The findings in this study should be particularly useful for those academics, course advisors, student counsellors, teachers in preparatory programs, and university information and support officers, and others who provide adult distance students, with pre-enrolment information and advice.

EN:

Peer-to-peer interaction using computer-mediated communication (CMC) would appear to be a promising source of timely and cost-effective student support, but little empirical evidence regarding actual participant support behaviour has been presented (Lee, 2000). This paper reports a study of the occurrence of 13 online strategies defined as “supportive,” according to the categorizations found in an instrument called the Transcript Analysis Tool (TAT). The corpus used in the study consisted of three transcripts produced by students (graduate degree and professional development diploma candidates) engaged in course-related CMC conferencing. Analysis of the transcripts generated by the three groups showed the following:

The support strategies most frequently used by the three groups were referential statements (statements which made reference to others’ previous comments; TAT type 2B), signatures, greetings, and horizontal questions (open-ended questions which invited negotiation of a plausible answer; TAT type 1B).

There was some variability among the groups in the frequency of use of referential statements, horizontal questions, emoticons, and invitations to others.

High- and low-support groups differed from each other in their use of referential statements, signatures, greetings, horizontal questions, rhetorical questions, and humour.

As an examination of the social element of three communities of inquiry, the study described how members of these groups attempted to connect with one another interpersonally, using asynchronous conferencing, on topics related to the conceptual content of the courses. The paper concludes that while in this case the above behaviours were the means most often used to support and encourage interaction, further examination of online support behaviours and strategies is needed, especially in relation to valued outcomes such as persistence, greater motivation, less stress, and, ultimately, enhanced learning.

EN:

We are a gregarious species, so it is not surprising that distance learners can be prone to feelings of isolation. In the days of traditional print-dominant distance education, attrition rates were often higher among distance learners than for their on-campus counterparts; but now, with the wider choice of communication options afforded by the online revolution, institutions have opportunity to look afresh at ways of compensating for the loneliness of long distance learners.

However, teachers in higher education have their own problems. By viewing an online program as a human activity system, we identify an issue of growing concern concerning system maintenance; specifically, how system survival depends on meeting the human needs of those involved. The authors are not only concerned for distance learners, but also learning facilitators, many of whom face their own context-induced pressures. From the case of their own institutional setting, the authors demonstrate the need to manage the twin risks of student dropout and lecturer burnout.

EN:

Indira Gandhi National Open University has been allotted 40 FM radio stations from which to broadcast educational programmes for the benefit of students and general public in India. These FM radio stations, delivered through the Gyan Vani network, cater to learners seeking to gain knowledge in the areas of basic, primary, higher, and extension education. Radio programming covers various subject areas. It is anticipated that the opening of India's airwaves will prove beneficial to the nation's general population, thus fostering the democratising principals of empowerment, advocacy, and community participation. This study examines the results of a survey conducted to obtain feedback from a representative sample of the Gyan Vani network's projected audience. The survey focused on audience's perceived need for a radio channel dedicated exclusively to educational programming; it also provided an opportunity for respondents to suggest possible programme content and formats. Respondents, in general, indicated that they looked towards the network Gyan Vani to fulfil personal and educational goals by offering certified vocational courses, coaching for entrance exams, updated information on careers, courses, etc.

EN:

Previous reports in this series have indicated the growing acceptance of video-conferencing in education delivery. The current report compares a series of video-conferencing methods in an activity requiring precision of expression and communication: theatre and performance studies. The Accessing and Networking with National and International Expertise (ANNIE) project is a two-year project undertaken jointly by the University of Warwick and the University of Kent at Canterbury, running from March 2001 to March 2003. The project's aim is to enhance students' learning experience in theatre studies by enabling access to research-based teaching and to workshops led by practitioners of national and international standing. Various technologies have been used, particularly ISDN video-conferencing, computer-mediated conferencing, and the Internet. This report concludes that video-conferencing methods will gain acceptance in education, as academic schools themselves are able to operate commonly available technology the assistance of specialised service units.

EN:

The benefits in distance education of collaborative interaction via online, synchronous audio methods have been discussed in previous reports in this series. As the months go by, new software products are continually introduced to the market and existing products updated. In addition, the effect of increased traffic on the software servers is noted. The current report updates some of the series' previous reviews of online audio-conferencing products (i.e., iVisit, NetMeeting, PalTalk, and Yahoo Messenger), selected because they permit conferencing (i.e., interaction between three or more people), are free/ cost-effective, and operate on PC systems of limited capacity. These products are compared with two fully featured educational and commercial products (LearnLinc and VoiceCafé) that provide benchmarks in terms of reliability, technical features, and ease of use.

EN:

This report contains updates of three products: Elluminate, LearnLinc, and Wimba. Each features audio communication, both asynchronous and synchronous, and has been selected for this report to complement the preceding review of Internet audio products. The three packages also contain integrated applications for online, classroom-like, educational activities and discussions. A fourth service, Ed2Go, offers online tutorial facilities similar to those provided by the Elluminate vendor. The four reviews are offered as examples of the many products now offering integrated applications of this type.

EN:

A common feature of online collaborative methodologies is the whiteboard, a tabula rasa type area in which participants can share simultaneous applications and learning experiences. The current report is the first in this series to examine a range of whiteboard technologies specifically. Some are available in stand-alone freeware products such as Groupboard, while others are components of license-based packages such as VClass and WebCT. The whiteboard features of these three products are reviewed.