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ERIC Number: ED478444
Record Type: Non-Journal
Publication Date: 2002
Pages: 226
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7494-3740-5
ISSN: N/A
Supporting Students in Online, Open and Distance Learning. Second Edition. Open and Distance Learning Series.
Simpson, Ormond
This document is designed to assist practitioners in the United Kingdom and elsewhere who are involved in recruiting and teaching students in open and distance learning (ODL) or e-learning environments. The following are among the specific topics discussed: (1) models and definitions; (2) background to student support; (3) nonacademic student support and advising; (4) academic support (tuition activities, styles, and practice); (5) delivering student support at a distance (student support in writing, over the phone, and through audiovisual media); (6) face-to-face academic, nonacademic, one-to-one, and group student support; (7) delivering student support by computer (e-learning, Internet support, computers in student support); (8) computer conferencing in academic and nonacademic support; (9) media for student support (students' and institutions' media choices); (10) student support outside the institution (interest in and sources of outside support); (11) learning skills development and student support; (12) support for different students; (13) student support for access, acquisition, retention, and retrieval; (14) theories of student support; (15) structures and quality in student support (structures for ODL organizations, appraising quality, setting quality standards, quality assurance); (16) staff development and appraisal for support; and (17) the future of student support in ODL. Numerous case studies, examples, and materials for use in ODL are included throughout the book. Thirty-three tables/figures are included. The bibliography lists 72 references. (MN)
Kogan Page, 120 Pentonville Road, London N1 9JN, England ($29.95). Web site: http://www.kogan-page.co.uk.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom