Approaches to the Induction of E-learning Students: Laying the Pedagogic Foundations for Successful Relational E-learning
Year: 2019
Type: conference-paper
Abstract: E-learning students beginning their studies at a Higher Education Institution (HEI) have similar needs to campus-based students.Whether e-learning or campus-based, all students embarking upon a programme of study need opportunities for orientation, making connections and building confidence in themselves as learners.However, e-learners may be overlooked during induction with little at an institutional level to support their participation as a member of the learning community.Whilst HEIs offer campus tours and various social events for campus-based students, e-learners may lack a 'tour guide' to show them around an unfamiliar virtual landscape which also encompasses university systems, learning technologies and a Virtual Learning Environment (VLE).This paper draws on the authors' extensive experience delivering postgraduate e-learning courses and proposes that a relational approach to the induction of e-learners can build foundations for student success.The model for an e-learning induction process is the culmination of 13 years of reflective and evolving practice which places consideration of the e-learning student's perspective at the root of the model.The authors suggest that effective induction processes should orientate e-learners and familiarise them with the territory; they should facilitate e-learners' connections with their fellow students, tutors and the university/institution; and enable them to build foundations to support their emerging confidence as successful e-learners.
Source: EDULEARN proceedings
Institution: University of Lancashire
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
Funder: University of Central Lancashire
OpenAlex ID: W2963280429