Online Support for VET Clients: Expectations and Experiences.

Autor/inn/en	Choy, Sarojni; McNickle, Cathy; Clayton, Berwyn
Titel	Online Support for VET Clients: Expectations and Experiences.
Quelle	(2001), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Attitudes; Computer Security; Computer Uses in Education; Course Content; Delivery Systems; Developed Nations; Distance Education; Educational Attitudes; Educational Improvement; Educational Practices; Feedback; Females; Foreign Countries; Information Needs; National Surveys; Online Courses; Online Systems; Postsecondary Education; Services; Student Attitudes; Student Needs; Teacher Attitudes; Technical Education; Vocational Education; Australia + Suchen Sie Ihr Suchwort? Computervirus; Computersicherheit; Computernutzung; Kursprogramm; Auslieferung; Developed countries; Industriestaat; Industrieland; Distance study; Distance learning; Fernunterricht; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Weibliches Geschlecht; Ausland; Information need; Informationsbedürfnis; Online course; Online-Kurs; Online; Post-secondary education; Tertiäre Bildung; Dienstleistung; Schülerverhalten; Lehrerverhalten; Technikunterricht; Ausbildung; Berufsbildung; Australien
Abstract	Since little research existed about services for online learners in Australia, a national study was conducted to explore the expectations and experiences of online learners in the Vocational Education and Training (VET) sector. Online learners enrolled with various Registered Training Organizations (RTOs) from the VET sector were contacted for their voluntary participation in a survey to explore their expectations of services for pre-enrollment and enrollment learning, teaching, and technical support. Complete, useable responses to the survey were received from 201 students. Females made up 68 percent of the respondents, with 40 percent of the respondents over 40 years old. Other age brackets were as follows: under 20 (5%); 21-25 (12%); 26-30 (15%); 31-35 (14%); and 36-40 (15%). The survey results showed that online learners have high expectations for the following five services: (1) detailed information about what is required to complete the module or course; (2) detailed information about the courses; (3) security of personal details on the institute's database; (4) clear statements of what learners are expected to learn; and (5) helpful feedback from teachers. Key issues for RTOs to consider in order to meet students' expectations are specific professional development for teachers who are involved in online delivery; allocation of dedicated staff to support online learners; establishment of guidelines and directions for online learners and teachers; and establishment of the roles and responsibilities of learners as well as those of teachers and tutors. (Contains 41 references.) (KC)
Anmerkungen	For full text: http://www.avetra.org.au/PAPERS%202001/Choy%20McNickle.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC