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

de Vries, Fred

Kester, Liesbeth

Koper, Rob

Pannekeet, Kees

Sloep, Peter

van Rosmalen, Peter

English

Higher Education Staff involved in online education often struggles with organizing their student support activities. This is due, to a large extent, to the high workload of such activities. A survey was conducted to identify the most critical support activities. The rationale of the survey is to identify support activities that are both time-consuming and amenable to the use of information technology. We distinguish support related to Learning contents, Learning processes and Student products. The brainstorm representing stakeholders resulted in four priority categories of support activities: assessment of student contributions, answering questions of the students, monitoring and assessment of study progress and community and group support. We chose to work in our Technology Development programme on Learning Networks on the Question-and-answering issue as this involves an almost continuous interaction of a tutor

De Vries, Fred

Van Rosmalen, Peter

Open University of the Netherlands Research Portal

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

Please cite the original publication: De Vries, F., Kester, L., Sloep, P., Van Rosmalen, P., Pannekeet, K., & Koper, R. (2005). Identification of critical time-consuming student support activities in e-learning. Research in Learning Technology (ALT-J), 13(3), 219-229.Higher Education Staff involved in online education often struggles with organizing their student support activities. This is due, to a large extent, to the high workload of such activities. A survey was conducted to identify the most critical support activities. The rationale of the survey is to identify support activities that are both time-consuming and amenable to the use of information technology. We distinguish support related to Learning contents, Learning processes and Student products. The brainstorm representing stakeholders resulted in four priority categories of support activities: assessment of student contributions, answering questions of the students, monitoring and assessment of study progress and community and group support. We chose to work in our Technology Development programme on Learning Networks on the Question-and-answering issue as this involves an almost continuous interaction of a tutor

DSpace at Open Universiteit Nederland

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

Fred J. de Vries

Liesbeth Kester

Peter Sloep

Peter van Rosmalen

Kees Pannekeet

Rob Koper

Directory of Open Access Journals

Research in Learning Technology

Identification of critical timeconsuming student support activities in e-learning

ALT Open Access Repository

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

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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.DOI: 10.1080/09687760500376488</jats:p

Fred J. De Vries

Peter Van Rosmalen

https://journal.alt.ac.uk/index.php/rlt/article/download/1031/1281

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

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Open University of the Netherlands Research Portal

DSpace at Open Universiteit Nederland

Directory of Open Access Journals

Open University of the Netherlands Research Portal

ALT Open Access Repository

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Name not available

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