Background
In defining examples of good practice in flexible learning, it is difficult to be specific but a general synopsis would be “ that it is encompassing all perspectives of learner needs from the  prospective learner to the graduating learner”. This includes pedagogical and technological support and any other support mechanisms required to assure optimum success.

Some of the challenges faced by learners and providers alike are: reliability of technology, IT literacy, functional literacy and information literacy skill inadequacies. Even though support mechanisms have progressed over recent years, learners requirements have not changed, they still require the same quality and level of support to ensure optimum success rates.

As a researcher, focusing on flexible learning and in particular student support, one of the most striking revelations was the assumption made about learners’ perceived innate abilities and understanding of the education sector they are embarking on. In particular this relates to the assumption of learners’ skills in IT literacy, literacy, numeracy and information literacy.

Beyond this is the assumption that learners innately know what is expected of them as learners and how to go through the processes and procedures from pre-enrolment to graduation and in some cases with limited guidance especially those learners who are isolated. I must say I have been constantly surprised by these expectations and assumptions and have had this frequently confirmed by learner feedback.

It is often necessary to step outside our comfortable areas of expertise and professionalism and into a foreign field to gain a full understanding of what learners are experiencing. How many of us know exactly what is expected of us – what to do and what to expect and how to go about it confidently and competently in all environments? Take a visit to your local hospital for some type of medical tests – does a degree of anxiety start to take place the minute you walk into that environment – is it due to a lack of understanding of what you are embarking on and what is expected of you, the actual tests or the outcomes – possibly a myriad of reasons. Do you expect a level of guidance and assistance? How would you feel if there was an expectation that you just know what you are to do and how to go about it? It is necessary for us to have considerably more empathy for our clients/learners as they go gingerly and often under confidently and anxiously into our comfort zone and out of theirs – they need the same guidance that we expect in the hospital scenario. Take heart for these learners who are going into our familiar environment and feeling many of the same feelings as we did in the hospital scenario!

Learner Support
The following research was undertaken in 1999, focusing on that the support requirements learners need. These included:

• Information on the support services available to them;
  
• The opportunity to access these services via a range of mediums;
  
• Access to comprehensive student support networks to make the transition from a  traditional teacher led environment to a learner-centred environment;
  
• At risk learners to be assigned a mentor;
  
• Mentors/teachers to refer learners who are in need of IT literacy, literacy and other support requirements to the appropriate services available; and
  
• Learners to have the opportunity of assistance and support beyond stipulated core times.

Considerable research over the years has highlighted the necessity and the benefits of learner support. This includes studies undertaken by researchers such as Brookfield (1984), Candy (1991), Mitchell and Bluer (1997), Warner, Christie and Choy (1998) van Stavaren, Beverley and Bloch (1999) in McNickle (1999) who have all shown the necessity and the benefits of intervention strategies and support for learners to achieve the maximum opportunity for success.

Research undertaken in 1999, Flexible delivery: induction strategies and support for learner success: what does the literature say? and Flexible delivery: induction strategies  and support for learner success outlined the necessity for induction, orientation and support. (More details of this research can be found at www.ncver.edu.au)

These findings are consistent with feedback from learners in a 2001 study  which outlines learner expectations of support.

Learner Expectations of Support
Research undertaken in 2001, found that the essential areas of support were:

• Regular contact with teachers/tutors;
  
• Quick response from teachers/tutors; and
  
• Regular support for learning.
  The top ten services that online learners expect include:
  
  • Detailed information about what is required to complete the module/course;
    
  • Detailed information about the courses;
    
  • Security of personal details on the institute’s database;
    
  • Clear statements of what they are expected to learn;
    
  • Helpful feedback from teachers;
    
  • Requirements for assessment;
    
  • Communication with teachers using a variety of methods for example email, online chat, face-to-face;
    
  • Timely feedback from teachers;
    
  • Instructions on whom to approach for help; and
    
  • Information on how to enrol.

It is essential that educators/providers consider these factors in their support services. Learners like academic support such as timely feedback and communication with teachers/tutors and IT support. These support mechanisms contribute to maintaining motivation and learner success. This research, Learner expectations and experiences: an examination of student views of support in online learning, can be found at www.ncver.edu.au/research/proj/nr0F02.pdf

Framework of Learner Support Services
Studies undertaken in 2000 and 2001 of online student services, indicated that flexible learners required access to the same services as their traditional counterparts.
These services are outlined below under the four stages of prospective learner, pre-enrolled learner, enrolled learner and graduating learner. 
 
Prospective learner
These services include:

• Career advice/counselling
  
• Course information
  
• Course advice
  
• Miscellaneous information about fees, scholarships, financial assistance and Recognition of Prior Learning.

Enrolling learner
Enrolling learners require access to:

• Enrolment procedures, documentation and forms
  
• Payment of fees
  
• Helpline for enrolment.

The pre-enrolment stage requires access to a full range of services to enable learners to select the best course for their needs and to ensure they have a thorough understanding of what employment opportunities and skills they will have on completion, what the course entails and what the expectations are of them as learners. Don’t assume they understand the education jargon as many do not. There will be learners that will need to be upskilled, often in technology or specific software needs in order to undertake the course and they need guidance and empathy as they go through the process and procedures. Hardware and software specifications need to be thoroughly considered by providers with particular thought for their client base without making assumptions about the access or skills that learners have, so making it less challenging technologically is often necessary to provide greatest access – this has the potential to increase barriers not only by the level of skill but also cost and access.

Enrolled learner
As learners transition into the enrolling stage they need considerable guidance and an opportunity to clarify issues during this process. Clarity can be gained during Induction/Orientation. On enrolling learners need to undertake a comprehensive Induction/Orientation into flexible learning as well as be given specific details and information about the discipline they are studying. Learners’ level of IT literacy, functional literacy and information literacy need to be assessed to ensure they are able to undertake the required study or there is a greater chance of them being frustrated and in some circumstances set-up to fail. Support mechanisms need to be in place to provide optimum support to maximise success and ultimately completion. 

Induction/Orientation needs to be very comprehensive. This has a very positive impact on completion rates and furthermore reduces the frustration and discontent experienced by learners. It also provides learners with an opportunity to clarify issues, creates a sense of belonging and puts a name to the contacts they will be interacting with over the period they are enrolled. These factors all contribute to maintaining motivation.  Learner feedback has indicated one of the major expectations is having an understanding of what is expected of them as learners and these sessions provide the opportunity for this to take place.

IT and academic support – the availability, names and details need to be outlined in the induction/orientation session. This information needs to be available in a range of modes ie.  phone, fax and email. (Don’t assume everyone has a fax or the skills to use email).

One of the most important factors highlighted consistently by learners was the importance and absolute necessity of frequent contact with teachers/tutors especially in the initial stages of their learning. This can’t be emphasised enough. Learners need regular contact in the initial stages of their learning. This could be an email to see how they are going or some communication/contact. This contact has many benefits including maintaining motivation, reducing frustration and clarifying issues and queries. This need tends to start to decline after the initial 3-6 weeks period.

Graduating learner
Graduating learners need information on:

• career destinations,
  
• job search skills,
  
• resume development,
  
• interview skills and
  
• agency links.

More information on this research can be obtained in the following research reports: Online student services research report update 2001: an online initiative within the framework for national collaboration in flexible learning in VET 2000-2004, 2001 and Online student services research report 2000: an online initiative within the framework for the National Collaboration in Flexible Learning in VET 2000-2004, 2000.  This information can be found on flexiblelearning.net.au or www.ncver.edu.au

Study Guide Content
A study undertaken in 2001, asked learners what they wanted in an introductory/enabling course for flexible learning. Learner feedback indicated that this needed to be made available in a range of modes – CD ROM, hardcopy and online and to be disseminated during the Induction/Orientation sessions. It would be advantageous for this information to be presented in a Study Guide format and given to every learner enrolling in flexible learning and should be gone through in the Induction/Orientation sessions.

Most importantly, Induction/Orientation sessions will provide the opportunity for learners to go through the process of logging on and familiarising themselves with the online processes and procedures of their institute. These sessions also provide teachers/facilitators with an insight into the learners’ skill levels in the areas of IT literacy, literacy, numeracy and information literacy.

The Study Guide content needs to include:

• Basic Introduction to Computing;
  
• Basic Internet Skills;
  
• Induction/Orientation information;
  
• Academic information including requirements of the course, aims and objectives of the course, all contact details, teaching and learning approaches that will be used, information on how to access the online site and all the services etc listed on it;
  
• Assessment – due dates and requirements as applicable;
  
• All references – texts, study material library access, information about copyright, privacy, internet and email usage, policies etc;
  
• Study skills – how to study, essay writing and referencing;
  
• Time management skills;
  
• IT support – contact details – email, phone and fax;
  
• Career counselling – contact details and synopsis of services;
  
• Personal counselling – contact details and synopsis of services;
  
• Academic resources; and
  
• A full range of services available to learners with contact details available via email, phone and fax.

More information on this research can be found in the report, Strategy 2001: Digital Divide - Access and Equity in Online Learning: an online initiative within the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004 on flexiblelearning.net.au and www.ncver.edu.au

Conclusion
Whilst many support services have improved, the needs of the learners have remained relatively static. Learners require the same services and support requirements as traditional learners. This is often a new experience for many of them and they need guidance and support throughout their course but especially in the initial stages.

Whilst there have been enormous inroads into trying to upskill all Australians in IT literacy, there are still many people who do not have the skills required for independent learning, even if they do have the basic skill requirements.

Those who do have the skills still require guidance in the initial stages and access to support services and they need these to be available in a range of mediums at flexible times as they embark on this new experience.

It is also important to remember that learners are clients and like all clients – provider relationships there are expectations of assistance as they require it.

There are a number of benefits in assisting learners to become independent learners. Not only do they have a worthwhile learning experience but they are also acquiring the skills to become lifelong learners.

References:
Brennan, Ros; Horton, Chris; McNickle, Cathy; Osborne, Janet; Scholten, Katie, 2003, Online learning on location: perspectives from regional Australia, NCVER, Adelaide.

Choy, Sarojni; McNickle, Cathy; Clayton, Berwyn, 2002,
Learner expectations and experiences: an examination of student views of support in online learning, NCVER, Adelaide.

McNickle, Cathy, 2001,  Strategy 2001: digital divide - access and equity in online learning: an online initiative within the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004, ANTA, Brisbane,

McNickle, C., 2001, Online student services research report update 2001: an online initiative within the framework for national collaboration in flexible learning in VET 2000-2004, ANTA, Brisbane

Carroll, T & McNickle, C., 2000, Online student services research report 2000: an online initiative within the framework for the National Collaboration in Flexible Learning in VET 2000-2004, ANTA, Brisbane

McNickle, C.,1999, Flexible delivery: induction strategies and support for learner success: what does the literature say? Canberra Institute of Technology, Canberra

McNickle, C., Flexible delivery: induction strategies and support for learner success, Canberra Institute of Technology, Canberra.

About the author:
Cathy McNickle has been a researcher in the VET sector focussing on flexible learning, in particular student support.