Scaffolding for success

The third paper that we are to look at is by Stacey Ludwig-Hardman, and focuses on learner support services.

I really liked this paper, as it was an example of many of the things I have been talking about and thinking about for years – the need to focus on the needs of learners.

The paper highlights that dropouts are higher in distance education, as learners are physically more isolated from each other, and therefore learner support is crucial.

The paper highlights that often learners need to develop new skills, and learn how to learn in a different way. When I read this initial paragraph, I wrote this at the bottom

“ It needs to be clear to the learners beforehand what the expectations of them are. Just as we assess learner’s styles we need to assess whether this is the right method for them. If we need to sell the experience, we need to communicate the benefits to fit the individual”

The rest of the paper helped to develop these ideas, and I probably should have read on first! The paper describes the different approaches they use. Through an initial interview, self-assessment tools and a learner orientation they decide if this is the right route for individuals. This also echoed ideas of a webinar I will soon be attending … ‘Should we be recruiting good learners?’. I am intrigue to find out what this webinar has to say on the issue, but there is a definite message in that different learners require different support structures and approaches, and that not all learners will be successful in online environments. I have come across learning styles assessments in varying forms, and they can sometimes be useful. The learning orientation questionnaire however looks at the approach people may take. So some people may lean towards instructional learning where as others prefer independent learning, and this is very important when designing support, as some will be more resistance, or need more change in their learned learner style to overcome this. The support is about helping people to develop good learning behaviours as well as being a critical friend and mentor.

This idea of a mentor relationship sits well within my context. We aim to have training advisers in a face-to-face environment who support learners in deciding the best learning routes and ways to consolidate (validate) their learning. They may be a critical friend or simple an administrative support, but where successful, learners describe them as a mentor and have a continuing relationship with in their Scouting journey. The ideas about having access to a community of learners also reminded me of the comments we always get about courses, in that the best bit was meeting and sharing with other people, as that’s where most of the learning happens. Social interaction is a critical part of learning, I agree, especially in my context where teamwork is one of the underlying values of everything we do.

In summary this paper echoes comments I have made throughout about the importance of knowing your learners and designing learning based on that , with it’s support around them. The best learning that I have given, has been designed in consultation with the learners themselves, looking at what they like and don’t like, finding ways to challenge them in a safe environment. This will be different for every individual, which is sometimes why it can be more satisfying motivating learning within people you know and have a relationship with, than with strangers. Designing activities involves designing this preparation into it, whether is is an official part often activities or not.

Ludwig-Hardman, S. and Dunlap, J.C. (2003) ‘Learner support services for online students: scaffolding for success’, International Review of Research in Open and Distance Learning [online] http://www.irrodl.org/index.php/irrodl/article/view/131/211