News & Events
Research shows providers how to get the best from distance learning
February 22, 2002
A new report from the NEC and the Learning and Skills Development Agency (LSDA) has identified the critical success factors involved in delivering top quality distance learning programmes. Based on research with colleges, employers and a survey of learners, it shows how well run distance learning programmes produce excellent results for learners.Distance learning can meet the individual needs of a broad range of individuals and widen access to learning. But the research shows that it must be of high quality to achieve this. The report, Going the Distance identifies the strategies that work and what colleges and training mangers need to do to be successful. It contains clear recommendations for providers to help them deliver top-quality programmes, stressing the importance of good management and careful monitoring of learners. It also reveals how well-managed programmes can produce results as good as those for full and part time courses and achieve high student retention and achievement rates.
The report also says that the Learning and Skills Council (LSC) can do much to boost the development of distance learning. It calls on the LSC to produce tighter definitions of what counts as distance learning for the purposes of public funding; to develop benchmarks and performance indicators for distance learning; to produce guidance on how to cost programmes; to collect data for distance learning separately from other programmes; to publish good practice guidelines; and to set parameters for college charging policies.
The main success factors in running top quality programmes identified in the report are: <sum> planning, managing and monitoring distance learning programmes as part of mainstream work; <sum> quality and quantity of tutor contact – speed of initial contact, close monitoring of student progress, and swift follow-up action if the student is not doing well; <sum> prompt and effective initial information and guidance; <sum> setting a specified target for completing the course; <sum> a clear focus on the skills needed by distance learning tutors and administrators and on the way these staff are recruited, managed and supported; <sum> high-quality learning materials; <sum> using, rather than just gathering, feedback from learners; <sum> knowing what distance learning programmes cost to run and manage. <sum> Dr Ros Morpeth, Executive Director of NEC says: ‘Distance learning has the potential to meet highly individual learning needs more readily and more cost effectively than any other kind of delivery. Doing it well is not rocket science. But it has to be well managed. This research identifies what providers running distance programmes should be concentrating on in order to get it right’.
Chris Hughes, Chief Executive of the Learning and Skills Development Agency, adds: ‘Being a distance learning student is tough. Without the social interaction with other students and face-to-face communication with tutors, many learners find it difficult to stay motivated. But when managed properly distance learning is highly effective, providing access to learning for people who can’t attend college themselves and an essential component of the drive to widen participation in learning.’
The report is based on in-depth study of distance learning at eight colleges and two large employers – one in the financial services sector and one in the Military. Going The Distance, by Rosemary Hawksley and Jane Owen, is available free from Information Services at the Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS. Tel: 020 7297 9000. Fax: 020 7297 9001.
Support in developing distance-learning programmes, including staff development and learning and materials, is available from the NEC
Contributed by Victoria Morley.
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