1. Distance Learning Supporting Mature Learners Studying at a Distance Lars Kofod Akademi Sjælland / ZEBAT / Roskilde Business Collage

2. Models of Learner Support Academic v Non-Academic Support –Academic – programme content, assessment, learning competencies, course workload –Non-Academic – personal difficulties, maintaining interest in studies, social integration (E.g. Mills, 2003; Rowntree, 1992; Simpson, 2002)

3. Operational Structure of Learner Support Responsibility for support tends to rest with disparate functional offices Support is generally provided at two levels: Central level – financial, emotional, physical needs Faculty/School level – academic needs Importance of an ‘anchor person’

4. BBS Framework of Learner Support Pre-Entry Stage: Personal Tutor as first point of contact for prospective students. Course guidance service. Advice on how to prepare for returning to education. Upon Programme Commencement: Induction. Develop a sense of ‘connectedness’. Establishment of peer support networks. Design, delivery and assessment of learning skills development modules. With Course Content: Advise and guide learners through module content and assessment. Ongoing guidance on course content. Self-assessment exercises built into course materials. Managed learning environment (Blackboard). With Course Assessment: Variety of assessment strategies designed to meet the needs and interests of learners. Mock examinations. Ongoing academic writing development. One-to-one support, where required. Setting of assignment deadlines & proactive management of learner workload. In Maintaining Study Progress: Monitoring of progress (attendance, completion of course work, one- to-one support), nurturing and encouragement of learners. Weekly study organisers for each module. Regular contact with learners - at start of semester, following non-submission of coursework, following a low result in coursework/ exams, prior to end-of-semester examinations. Flexibility in course work submission dates. Feedback: Formative and summative feedback from course tutors and provision of additional feedback by Personal Tutor where required. Day-to-Day Query System: Process and answer administrative and academic queries, seeking guidance from course tutors where required. Same day response policy. Learner Needs Personal Tutor Institution Needs

5. Indicators of Programme Success Ability of the programme to adapt to, and cater for, individual learner needs –Development of study skills provision from informal workshops to the introduction of three formal accredited study skills modules –One-to-one support available where needed High learner retention rates Strong sense of connectedness learners develop with the programme/institution

6. Project Introduction Kick off ‘Project Distance Learning’: –Project goals Introducing distance learning at RHS 3/4 Distance learning projects (courses / projects) Reflect our values (Joy of work, professionalism or professional competence, recognition) in then distance learning projects Measure our rate of progress Measure our success rate More? –Widening participation of students –Learner support: fundamental to success of distance learning programmes

7. Project Introduction –Project goals More? –Programme Success Our success criteria?