Meeting the Needs of Digital Learners: Learner Support Patterns and Strategies

• Published in: Proceedings of the International Conference on e-Learning (Online) pp. 212 - XIV
• Main Authors: Krull, Greig, Duart, Josep M
• Format: Conference Proceeding
• Language: English
• Published: Kidmore End Academic Conferences International Limited 01.07.2018
• Subjects: Academic libraries; Applications programs; College Students; Curriculum Design; Design improvements; Digital literacy; Distance learning; Educational technology; Higher education; Information technology; Instant messaging; Internet; Mobile computing; Online instruction; Qualitative research; Skills; Smartphones; Social networks; Software; Student Needs; Students; Studies; Success; Teachers; Technical support; Undergraduate Students; Universities; University students; Videoconferencing; South Africa
• ISSN: 2048-8882; 2048-8890

The use of different digital devices (laptops, smartphones etc.), together with the associated software and internet services, are affecting the study patterns of Open and Distance Learning (ODL) students. However, most educators do not take students' use of personal technologies into account in the design or support of learning experiences. ODL students require both academic and technological support to succeed. Enhanced and responsive learning support can help to reduce student drop-out and promote student success. This study investigates the academic and technological support needs of ODL university students making use of personal technologies. Understanding the needs and learning practices of students can help universities to improve the design of learning experiences and support offered to students. Data was collected through an online survey and follow-up semi-structured interviews at two ODL universities, one in Spain and one in South Africa. The results show that students make use of both formal and informal means to develop their cognitive/learning and technological skills. Although students look for support in different ways and the levels of support needed are varied, students are supported by educators, other students and by personal and online networks. Recommendations by students to improve academic support to better meet their needs include: i) greater use of short video tutorials; ii) more personalised assessment feedback; and iii) use of synchronous chat or video conferencing for urgent issues. Similarly, student recommendations to improve technological support include: i) provision of mobile apps and notifications; ii) improve the design and usability of university systems; and iii) offer discounted rates for hardware, software or connectivity. These results imply that universities need to ensure that students are aware of and able to use the different formal and informal mechanisms of support available to them and help them to develop the relevant digital literacy skills to promote success.