GLOKALde July 2015, , ISSN 2148-7278 Volume: 1 Number: 3 Republished Material 2
GLOKALde is Official e-journal of UDEEEWANA
STUDENT SUCCESS IN OPEN, DISTANCE AND E-LEARNING: A Report ICDE, April 2015, written by Alan TAIT
International Council for Open and Distance Education-ICDE,
ISBN: Print: 978-82-93172-29-1, PDF: 978-82-93172-30-7
The survey was circulated in draft form to the Reference Group and completed by respondents on behalf of 53 institutions, and the results inform this report as a whole. The survey responses revealed a number of significant issues that support the report thatfollows. In summary here in particular the complexities of understanding what makes up student success were discussed at length by the group, including the importance of qualification completion over and above module completion, followed closely by employment outcomes. These were the main focus of institutional strategies for improvement of student success. There was a widespread linking of institutional funding streams with student success, especially where government funding was made available. Endorsement was given in terms of strategies for improving student success to personal contact through a range of methods and media. It is of interest that the enhanced use of data analysis to support intervention strategies was widely endorsed as significant, especially through Learner. Finally, there was a general commitment to research into student success strategies but an absence of evidence that this was then fed back into institutional student support strategies.
…….. students on ODEL programmes may to a greater or lesser extent depending on the educational culture and history of their country come from families with less or no history of postsecondary education, and to come from lower socio-economic demographic cohorts than those in traditional universities or programmes. While it is impossible to generalize in any absolute way on an international basis about this set of characteristics of students on ODEL programmes, and to collect data to evidence these observations, these descriptors of the social and educational background of ODEL students gain wide acceptability. At the same time, student success rates are widely reported to be lower for part-time than fulltime students and lower for ODEL than for part-time students as a whole. There is an imperative to improve student success rates firstly for the sake of students who invest their self-esteem, time and money in ODEL programmes, and also for the reputation of ODEL’s contribution to educational systems and of the institutions who teach significantly or entirely using ODEL methods (Grau-Valldosera and Minguillon 2014; Hart 2012). This is the context in which Presidents of both single-mode and dual-mode institutions asked for an investigation of current practice that supported student success and for recommendations that might be shared in the ICDE community as well as more widely…