All Ireland Society for Higher Education
| Name: | Orna Ryan |
|---|---|
| Email: | orna.ryan@ucd.ie |
| Institution: | University College Dublin |
Linda Dowling, linda.dowling@ucd.ie
The professional interest in effective learning environments at higher education has become increasingly pervasive in the last twenty years (Webb, 1997, Moran, 2006). This paper will examine a support structure founded upon the 'centrality of the learner', in the context of undergraduate distance learning programmes for mature students at UCD School of Business (Tait, 2003). It is suggested that providers of non-traditional programmes rethink the range and nature of learner supports provided and examine innovative ways to develop and implement a holistic and coherently managed framework of learner supports.
Rowntree (1992) suggests that distance learners may need support of different kinds and at different stages of a programme. This paper will propose a model of student support and will examine the particular types of support these non-traditional learners may need in a variety of areas, including (i) at the pre-entry stage, (ii) upon commencement of their studies, (iii) with the content of the programme, (iv) with programme assessment and, finally (v) in maintaining steady progress in their studies. Each element will be discussed in the context of a single framework which consolidates and unifies disparate aspects of student learning. In order to create and sustain an effective learning environment, the degree of learner support adopted by any programme requires the customisation of support to meet the specific needs of learners.
It will be suggested that the range of holistically managed learner supports offered by UCD have had a direct and positive impact on student learning and have fostered an environment where learners experience a strong sense of 'connectedness' to this distance learning programme and indeed to the University itself. While the learner support model adopted for these programmes could be considered unique and innovative in its design and comprehensiveness, many of the features of this model are transferable to other more traditional learning environments.