Beyond Access: Student Perspectives on Support Service Needs in Distance Learning
DOI:
https://doi.org/10.21225/D5R88QAbstract
This paper describes a study of the support service needs and assessments of distance learners at three Canadian bi-modal universities (i.e., offering degree-credit courses both on-campus and through distance education). A student profile is developed and compared with previous descriptions. From student data, a model of support services for distance learners emerges. Recommendations for the further development of support services for distance education students at Canadian bi-modal universities are also included.Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).