Supporting Distance Learners: Making Practice More Effective

Authors

  • Keryn Pratt University of Otago College of Education

DOI:

https://doi.org/10.61468/jofdl.v24i1.423

Keywords:

distance learning, support, motivation, PaMS, expectations

Abstract


This paper reports on a qualitative evaluation of the postgraduate courses offered by distance in one university department. The types and amount of support provided to students was evaluated and compared with Simpson’s (2008a) Proactive Motivational Support model (PaMS). While students were largely satisfied with the support they received during their studies, their perceptions of the levels and effectiveness of that support varied. They also perceived a variation in the levels of support between individual courses. A number of areas where support could be improved were identified, including those that met the characteristics of the PaMS model.

Author Biography

Keryn Pratt, University of Otago College of Education

Senior Lecturer and Postgraduate and Distance Coordinator (Education Studies)

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Published

2020-04-26

Issue

Vol. 24 No. 1 (2020): Journal of Open, Flexible and Distance Learning

Section

Articles

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