Online support for learners - many questions
Ongoing Research (Paulson, 2006) into best practices for different categories of learners that exist in self-directed, self-paced learning programs, (as often used in Distance Education, Continuing Education and Community Alternative Programs), have much insight for the teachers of such programs today. Three categories of students have been identified . The first category is "Last Resort Learners, who often have poor self-management skills and poor independent learning skills. The second category is "Alternate Choice Learners ",the biggest growing group of online learners due to changes in technology and adaptability of online learning environments to their needs. The last category is "First Choice Learners", who prefer the flexibility and independence of learning in self-directed, self-paced courses.
An important question to ask when considering the important factors for each category that can promote student achievement is the value of technology to help, engage, and support these varied categories of students.
Will students within each category utilize technologically available support sites to the same degree that another category of students will use it? Do students under each category use technology in the same way? Do the various students find web based support sites advantageous to them? Are the technological skills of students within these three groups relatively the same? Do they present barriers to the usefulness of web based resources for students? Does web based supporting resources favour one group over another?
Beyond comparisons and commonalities of learners in the different categories are broader questions. Do students advantage themselves by using available online resources? What determines the value of online resource for students?
Having considered some of these questions, what are the questions that are missing, and do any of us have insights into the answers to those posed.
An important question to ask when considering the important factors for each category that can promote student achievement is the value of technology to help, engage, and support these varied categories of students.
Will students within each category utilize technologically available support sites to the same degree that another category of students will use it? Do students under each category use technology in the same way? Do the various students find web based support sites advantageous to them? Are the technological skills of students within these three groups relatively the same? Do they present barriers to the usefulness of web based resources for students? Does web based supporting resources favour one group over another?
Beyond comparisons and commonalities of learners in the different categories are broader questions. Do students advantage themselves by using available online resources? What determines the value of online resource for students?
Having considered some of these questions, what are the questions that are missing, and do any of us have insights into the answers to those posed.
