Alan Calder[HREF1], Educational Development and Learning Adviser, Academic Support Division, James Cook University, Cairns Q 4870 Alan.Calder@jcu.edu.au
Online Learning Support, Peer Support, University Transition, Action Research
Poor attendance at on-campus orientation and learning support activities, increased student diversity, lifestyle pressures and disengagement from traditional learning communities are indicators of a need for more flexible access to support services to assist in the transition to university study. This participatory action research project involved student mentors, academic staff, support staff, student administration, learning advisers and student organisations being involved in the design, development, delivery and promotion of Online Learning Support (OLS) modules[HREF2] for first year students at James Cook University[HREF3]. Combining peer support with the provision of online resources proved to be an effective strategy in addressing the problems of transition to university study.
An important feature of the project has been the way in which flexible learning support has been embedded into an existing and established peer support program. The project has been challenging in that it has sought to provide resources and support through the use of new learning technologies, a medium that in itself can cause transition problems. With student mentors providing a personalised and responsive interface, this project addresses fears in relation to the use of new technology in the same way student mentors address a range of other first year experience issues.
This project has created new collaborative partnerships which allow students and staff to develop valuable learning resources and skills. For the student mentors who already acquire high level communication and group leadership skills as part of the peer support process, this project adds another dimension -- increased confidence in the use of information technology skills. For new students, flexible, personalised and on-going peer support assists them in their adjustment to the culture of the University as well as to the use of new learning technologies.
Derived from theoretical constructs generated by experimental studies in cognitive psychology and based on information processing theory, Gagne's (1997) approach to teaching strategies has been acknowledged by Romiszowski and others (Romiszowski, 1988; Alessi and Trollip 1991; Laurillard, 1993) as a valuable framework for the design and development of educational resources. Following a more phenomenographic approach, Laurillard (1993, p.94; 1999) goes on to describe her 'conversational framework' in which she argues that the learning process must be seen as a dialogue between teacher and students with discursive, adaptive, interactive and reflective characteristics. Such a dialogue is entirely consistent with the participatory action research methodology that guided this project (McTaggart and Kemmis, 1988; McTaggart, 1997; Henry and Kemmis, 1985 cited in Connole, Smith and Wiseman 1993).
First year students at the Cairns campus were surveyed to find out what activities they accessed from those provided by the university to address orientation and transition problems. The activities included 12 on-campus study skills sessions, the OLS modules initiative, a compulsory library orientation and contact with a Student Mentor. Of the 15 activities, the OLS modules were the 5th most accessed activity and 89% of those students who accessed these resources rated them as either useful or very useful (Academic Services Survey 1999).
Prospective students placed an emphasis on personalised learning support, and this reinforces the need for an active peer support program when one considers the relatively low use they anticipate they will make of counselling services and support from fellow students. Focus group data also suggest that prospective students may be putting unrealistic expectations on the support they will receive from lecturers and tutors (Calder 1999). All of this provides a rationale for the linking of any learning support initiative such as the OLS modules to interpersonal mechanisms as well as increasing the awareness of the value of peer support.
Orientation and organisational issues are of most concern to prospective students and the practicalities of writing essays and taking notes are also of concern. This observation is supported by the attendance figures of orientation workshops where organisation, writing and note-taking sessions recorded the highest attendances. Prospective and first year student focus groups provided valuable insights into the design and development of the OLS modules. Student perceptions of their own transition and orientation problem areas guided much of the design and development effort for the project.
Academic Services Survey, (1999). (in press) Townsville: James Cook University.
Alessi, S & Trollip, S (1991). Computer-based instruction: methods and development. New Jersey:Prentice-Hall, pages 1-13.
Calder, A (1999). 'Cyclic action research and the evaluation of the electronic mentoring assistance project' Minor Thesis (M Ed). University of South Australia.
Connole, H, Smith, B & Wiseman, R (1993). Issues and methods in research;study guide. Adelaide: University of South Australia, Distance Education Centre.
Gagne, R (1977). The Conditions of Learning. New York: Holt Rhinehart and Winston.
Henry and Kemmis (1985 pages 1-5) cited in Connole, H. Smith, B. and Wiseman, R. (1993). Issues and methods in research;study guide. Adelaide: University of South Australia, Distance Education Centre. pages 262-263.
Kemmis, S & McTaggart, R. editors, (1988). The Action Research Planner, 3rd edn. Geelong: Deakin University.
Laurillard, D (1993). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. London: Routledge.
Laurillard, D (1999). 'Linking theories on information and learning to the use of IT in teaching', Committee of University Teaching and Staff Development Workshop, August 1999 [Online accessed 17 Oct. 1999]. [HREF4]
McTaggart, R (1997). 'Reading the Collection', in Participatory Action Research: International Contexts and Consequences, ed. R.McTaggart. New York: SUNY.
Romiszowski, A (1988). The Selection and Use of Instructional Media. New York: Kogan Page.
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