Student Support For Academic Success In A Blended Video And Web Based Distance Education Program

This study draws on the experiences of one population of distance learners, comprised of adult women, enrolled in a distance learning program in the context of a Midwest dual-mode higher education institution to better understand the impact of student support on their distance learning experience. While limited to a specific institutional context and distance education program, this systematic examination of support service needs of adult distance learners represents a practical application of literature and contributes to and confirms the work of others. By and large, the 28 support services and assistance provided were important to this population of learners. These services fall within six functional categories identified in the literature as important supports for distance learners: recruitment and enrollment services, academic support, educational materials and resources, community development, financial services, and technical support. One conclusion drawn from this study is that these areas provide a good starting point for any distance education program interested in designing ways to support distance learners. That is, even in the context of specialized programs and groups of learners, there are some basic similarities that can be adapted and modified particular to the institutional context and learners. However, even within a distance learning program designed to meet the needs of one population of learners, there is much diversity in terms of learner dispositional and situational circumstances that impact their support needs. Therefore, the institution must be prepared to provide a range of student support throughout the distance learner's experience. The manner in which support services were provided was a major factor in students' perceptions of effective support assistance. Providing timely and accurate information, providing assistance that is responsive to the individual needs of the learners, and building a sense of community to overcome feelings of isolation had an impact on students' level of satisfaction with support assistance. In addition, it was further revealed in this study that how the distance education unit interacts within the larger institutional context impacts the quality of services and is, therefore, an important consideration in the design and delivery of student support for distance learners.