Developing a Connective Student Support Framework for a Resource-Constrained ODL Institution in Mauritius

Abstract

Universities in the global North have embraced the expanding digitalisation of higher education by adopting more and more advanced integrated online learning technologies for their learning provisions, thereby blurring the lines between residential and blended learning. The digitalisation of learning has been driven by the need to meet learners’ expectations, the opportunity technology-enabled learning provides for cooperative learning and the potential to offer higher education to a larger population (DAAD, DAAD/DIE (2018): Digital Transformation: Higher Education and Research for Sustainable Development. Position paper. Bonn, November 2018.). It is also increasingly perceived as an integral component of universities’ strategy to prepare learners for a working world driven by the Fourth Industrial Revolution (Naudé, W. (2017). Entrepreneurship, education and the fourth industrial revolution in Africa. IZA- Institute of Labour Economics Discussion Paper No. 10855.). The success of digitalised distance learning, however, lies on the ability of institutions to provide effective student support. The latter has shown to be of greater importance to student success in ODL contexts compared to traditional ones (Moody, Quarterly Review of Distance Education 5:205, 2004). This chapter is the product of an institutional reflection on how to set up an effective student support system for Open Distance Learning (ODL) programmes in Mauritius that would be effective despite capacity and resource constraints. Connectivism, a relatively recent learning theory initiated by (Siemens, International Journal of Instructional Technology and Distance Learning 2:3–10, 2005) and (Downes, Journal of Emerging Technologies in Web Intelligence 2:27–33, 2010), is reinterpreted within the context of student support as it is seen to provide a useful framework to optimise the use of digital tools as means to (1) improve remote student support services and (2) address institutional resources constraints. The proposed framework contributes to the development of a workable digital solution for resource-constrained ODL settings in Mauritius and beyond.

Appendix A: Synthesis of Student Support Services in 3 ODL and 4 traditional universities in the UK, Australia and South Africa

	Summary of typical services in traditional university settings	Summary of typical services in ODL university settings
Pastoral Care and academic Advising	UK: Personal tutor (PT) is usually an academic specifically trained as a personal tutor PT acts as first point of contact for all queries and follows students from year 1 to completion 1 Personal tutor has approx. up to 25 students to support and typical support includes: • personal support (settling in and personal and health problems; referral to specialised support); and • academic advising (progress monitoring, study problems) Personal tutor is the first point of contact and should refer students to specialised support services for any specialised personal support Australia: Academic support centralised by faculty with “Student Advisers”; act as first point of contact for support Academic progress is monitored through analytics that assess failure risk level, risk level is communicated to students via mail, students can seek advice from centralised student services/support and/or welfare services Pastoral care: centralised through students services and welfare office	UK and South Africa: Lecturer are complemented by e-tutors who play a double role: (1) as supporting learning specific to the module content, and (2) academic progress monitoring and first point of contact for further queries (personal, administrative etc.) UNISA (South Africa) is piloting a First year journey special support to prepare students to distance/blended learning. Weekly e-mail and live broadcast and MOOC to support students in understanding learning expectations and navigate learning journey during their first year Australia: As in traditional system with extensive access to services/support via e-mail, phone and online OU UK and UNISA have regional centres that allow for face-to-face support on academic and personal matters
Complaints and queries	Multi channels: Academic programme related: Lecturer or Personal tutor first instance, then Programme managers/coordinators/directors; if unresolved heads of department and then deans Academic Appels: specific procedure, first instance personal tutor IT and Library related: e-mail log system with response and action mechanisms Administrative—Current students: Student services desk, E-mail (log systems in some universities), some universities have centralised student services, some are organised by faculties/departments. informal Administrative- prospective students: Plus additional mechanism within divisions. Face to face, phone and e-mail Procedures in place for response, action and communication of action	Same as traditional, with intensive use of phone and e-mail channels combined with comprehensive online communication of information
Assessment Literacy	Embedded in programme delivery and complemented with a Learning Support Centre providing face-to-face workshops and e-fact sheets on topics such as plagiarism, exam preparation, essay writing and marking criteria	Embedded in curriculum, and Academic/learning support via online platform using tools such as videos, webinars, toolkits, and self-evaluations UNISA regional centres have academic literacy facilitators
Learning support	Learning Support centres providing face-to-face workshops drop-ins and e-fact sheets/toolkit on a range of topics such as academic writing, dissertation, plagiarism, assessment, referencing, numeracy, time management etc Within curriculum intervention on request	Learning/academic support centres e-support via e-factsheets, videos, with live online support as well as phone/e-mail support Face to Face support/workshop also available OU uk and UNISA have regional centres that allow for face-to-face support
Library and IT Support	Subject librarians to support staff and students. “Ask a Librarian” e-mail log system E-library and physical library Training and workshops on aspects such as literature search, referencing, library catalogue, online resources etc Conceived as a Learning resource centre supporting independent learning and research with IT and learning facilities complementing traditional library services IT physical helpdesk together with a log system for troubleshooting IT labs, software training/workshops face to face or online	Similar services to traditional with dominance of e-mail, online, and phone communication channels Comprehensive support via online information and e-tutorial E-mail log system for both IT and Library services
E-learning platform support	Course management system (support students and staffs via log system and walk-in clinics) Face to face and e-learning training Walk-in, phone and e-mail support E-learning toolkit available online (e.g. using platform, Turnitin, submitting assignment, online text, viewing grades etc.)	Course Management system via e-mail or live online support Same as traditional but with a great weight on the provision of online support material: toolkits, e-tutorial, online videos etc Face-to-face workshops available (induction and scheduled) Phone, e-mail and online support for all queries OU UK and UNISA have regional centres that can allow for face-to-face support
International students	International student office offering services from: immigration and visas, social/cultural outings, informal gatherings, accommodation support, survival toolkits, induction events and walk in. e-mail and phone ongoing support	No specific service within ODL settings reviewed
Welfare and special needs	Typical services: personal/welfare issues, financial issues, health concerns, disabilities, settling at university, special circumstance Staffing: wellness and disability specialist, psychologists, trained administrative staff Personal counselling with professional counsellor on appointment, special circumstance advice and support and general advice via information desk, e-mail and phone Health and well-being e-advice	Same services and staffing as in Traditional universities, but with personal counselling and all welfare support available both face to face and on the phone as well as e-mail General health and well-being advice available online
Careers, employability	Typical face-to-face services: Job matching, career advice, work placement (extra and within curriculum) CV clinic, graduate job, Job sector guides, employer’s events, self-evaluation Career fairs Staffing: Career counselling, trained admin staff in industry liaison Develops employer-university liaison and partnership, supports programmes for employability and work placement and career advice to student via e-career guides, face-to-face clinics and employer’s events Central Focus: graduate/early careers	Career services are generally available in the form of toolkits, self-evaluation and information page accessible online covering career planning, prepare for job opportunities, career development, personal development, career/job opportunities Central Focus: career development, new career and career promotion

1. Source ODL: UNISA (South Africa), Open University (UK), University of New England (Australia); Traditional: Imperial College (UK), University of Manchester (UK), Wits University (South Africa), Curtin University (Australia)