Change and renewal: the role of a change team in improving student support

Stevens, Charlotte; Kelly, Patrick

doi:10.1080/02680513.2012.678612

Cited by 7 publications

(1 citation statement)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Atkins' model concerns student support in four domains (Affective, Reflective, Cognitive, and Systemic) and so is known as the ARCS model. It provides the basis for the UK Open University student support system (Stevens & Kelly, 2012).…”

Section: Introductionmentioning

confidence: 99%

An elaborated model of student support to allow for gender considerations in Asian distance education

Jung¹,

Hong

2014

IRRODL

View full text Add to dashboard Cite

Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Korea, Hong Kong SAR China, Malaysia, India, Pakistan, Philippines, Singapore, and Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students’ perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed.

show abstract

Section: Introductionmentioning

confidence: 99%

An elaborated model of student support to allow for gender considerations in Asian distance education

Jung¹,

Hong

2014

IRRODL

View full text Add to dashboard Cite

show abstract

Designing an innovative digital group work assignment to foster employability: an adaptable hybrid approach for the COVID-19 pandemic and beyond

Dissanayeke,

Lewis,

Swindells

2024

Open Learning: The Journal of Open, Distance and e-Learning

View full text Add to dashboard Cite

Developing an online programme in computational biology

Vincent¹,

Page²

2012

Briefings in Bioinformatics

View full text Add to dashboard Cite

Much has been written about the need for continuing education and training to enable life scientists and computer scientists to manage and exploit the different types of biological data now becoming available. Here we describe the development of an online programme that combines short training courses, so that those who require an educational programme can progress to complete a formal qualification. Although this flexible approach fits the needs of course participants, it does not fit easily within the organizational structures of a campus-based university.

show abstract

Change and renewal: the role of a change team in improving student support

Cited by 7 publications

References 5 publications

An elaborated model of student support to allow for gender considerations in Asian distance education

An elaborated model of student support to allow for gender considerations in Asian distance education

Designing an innovative digital group work assignment to foster employability: an adaptable hybrid approach for the COVID-19 pandemic and beyond

Developing an online programme in computational biology

Contact Info

Product

Resources

About