t pays to do your homework thoroughly - below is a checklist of the things you might like to consider, with indications of how you make judgements on some of these issues. We are approaching this advice from the perspective of staff that for some have helped others plan, design and implement their course of study. From questionnaire feedback and discussions with students, as well as from comments by experienced distance learning providers, we have found that academic support and the opportunity for social interaction is as important as course content for a distance-learning student. Many distance learners can feel isolated, and find socialising and working with other distance learners helpful in maintaining motivation and confidence. Personal and academic support from tutors and peers is also a key to success.
Your starting point is to be clear about your needs from lifestyle and career points of view - how long will the course take? Can I stop and start? How much does it cost? Do I need a PC with Internet access and how much will this cost me? Is the course content what I want - does it meet my immediate and future career needs?
You then need to think about your study demands. This is particularly important if you have never previously studied 'at a distance'. How much time will I need to set aside each week? What learning activities are involved and do they have sufficient variety? What feedback on my ideas and my progress will I get? What study skills support is available? Then, finally you need to explore what level of social integration there is. Is there an initial induction week in your home country? Are there local mentors? What roles do fellow students play -group work and conferencing at a distance? Will I meet them before having an electronic-based discussion with them? Are residentials optional or compulsory?
How can you assess university standards of delivery? You can't fully gauge this until you are immersed in the course, but you can get some ideas from the quality of response to your initial enquiry and any application you make. Efficient communication may give you confidence that the course itself will be run effectively. A course website can give an indication of how effective the communication and course management is likely to be.
The website and any paper based information sent when enquiring should provide details about all aspects of the course.
Your Checklist
Lifestyle - Can I:
- Choose when and where to study?
- Continue my career with minimal disruption?
- Benefit from flexible time scales (minimising disruption to normal/work/social practices)
- Take breaks during the course of study to accommodate unforeseen circumstances without loss of achieved academic credits?
- Benefit from geographical flexibility, which allows for continuing study on the same programme even if re-located to another part of the world?
- Commit to the weekly time demands and the years of study demanded of the course?
- Gain credit for my studies even if I don't go on to the end?
Relevance to Career - Can I:
- Choose a course which is shaped by the employment sector outside the university, or which has professional body status?
- Apply what is learned from the course to the workplace?
- Undertake assessments that relate to normal work activities?
- Apply for academic credit for my previous work experience (Accreditation of prior Experiential Learning)?
Learning Activities - Can I:
- Experience a range of learning activities? E.g. self-study materials (paper or electronics-based); video/audio tape; group work; computer conferencing tutorials; seminars; video conferences; lectures; e-mail
- Develop both my key skills and professional skills through the course activities and assignments?
Assessment & Feedback - Can I:
- Experience a range of assessment activities? E.g. essays, reports, group work, case studies, examinations, self assessment tasks
- Identify how and when feedback is given?
Academic & Personal Support - Can I:
- Interact with other students at 'summer school' or residentials, and thereafter continue discussions via electronic means?
- Gain support from a mentor or personal tutor?
- Meet University staff during their visits to the region?
- If I am in the area, meet with other distance-learning students who can provide support and guidance?
- Have access to University staff and other recourses via the Internet, phone, e-mail or fax?
General Benefits - Can I:
- Obtain value for money?
- Gauge how efficiently the administration of the course is likely to be?
- Find out what central university resources I have to access to? E.g. library support service for distance learners career advice, etc
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