Online support for VET clients: expectations and experiences
Choy, Sarojni C., McNickle, Catherine R., & Delahaye, Brian L. (2001) Online support for VET clients: expectations and experiences. In 4th Annual Conference of the Australian VET Research Association (AVETRA) March 28-30, 28-30 March 2001, Adelaide, Australia.
The integration of information technology has dramatically enhanced flexible delivery of vocational education and training (VET) by expanding and modernising capabilities to include the online medium. This has necessitated the expansion of learning services to meet the needs of more diverse groups of learners. Though research activities are continuing to inform how innovative use of new technology could enhance the delivery of courses, little is known about the nature of support for online learning that learners expect. The nature and range of services for online learning remain diverse, as each provider attempts to meet the needs of its learners within the constraints of variables that include mainly infrastructure, skilled staff, and specifically designed materials for this mode of delivery. Within Australia, presently there are no minimum standards for online delivery or services to learners. In view of the deficiency in research informing about services for online learners, a national study was conducted to explore the expectations and experiences of online learners in the Vocational Education and Training (VET) sector. This paper briefly reports the outcomes of the study. Online learners enrolled with various Registered Training Organisations (RTOs) from the VET sector were contacted for their voluntary participation in a survey to explore their expectations of services for preenrolment/ enrolment, learning and teaching and technical support. Altogether 201 complete, useable responses to the survey were received. The mean response for each item in the survey was examined to rank the services in order of most to least expected. Five most expected services in each category (pre-enrolment/enrolment, learning and teaching, and technical) are reported.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2005 (The authors)|
|Deposited On:||04 Apr 2007|
|Last Modified:||11 Aug 2011 02:06|
Repository Staff Only: item control page