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Identification of critical time‐consuming student support activities in e‐learning

By Rob Koper, Kees Pannekeet, Peter van Rosmalen, Peter Sloep, Liesbeth Kester and Fred de Vries

Abstract

Higher education staff involved in e‐learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content, learning processes and student products. At two different educational institutions, surveys were conducted to identify the most critical support activities, using the Nominal Group Method. The results are discussed and brought to bear on the distinction between content‐related, process‐related and product‐related support activities

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: Routledge
Year: 2005
DOI identifier: 10.1080/09687760500376488
OAI identifier: oai:generic.eprints.org:98/core5

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