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Maximising Progression & Retention in Distance Learning Courses

Maximising Progression & Retention in Distance Learning Courses. Elaine Cameron & Sally Middleton Centre for Lifelong Learning. Workshop Structure. Overview of CLL Case studies Group discussions Results and Conclusions. Centre of Lifelong Learning (CLL).

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Maximising Progression & Retention in Distance Learning Courses

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  1. Maximising Progression & Retention in Distance Learning Courses Elaine Cameron & Sally Middleton Centre for Lifelong Learning

  2. Workshop Structure • Overview of CLL • Case studies • Group discussions • Results and Conclusions

  3. Centre of Lifelong Learning (CLL) University of Aberdeen Regent Building King’s College ABERDEEN AB24 3FX www.abdn.ac.uk/lifelonglearning/

  4. What does CLL do? • Widening Access • Articulation • Student Support • Cross College support • Part time credit bearing Certificates, Diploma’s, Degree’s

  5. Current Programmes of Study • Christian Studies • Counselling Skills • Philosophy • Science • Scottish Archaeology • Scottish Cultural Studies

  6. Modes of delivery • Audio conferencing • Video conferencing • Web based delivery • Video streaming

  7. Student Profile • 16-99!!

  8. Demographics Mainland Centres Aberdeen, Aboyne, Alness, Dornoch, Fort William, Gairloch, Golspie, Inverness, Kingussie, Kinlochbervie, Mallaig, Stornoway, Thurso, Ullapool, Wick Centres in Orkney Eday, Flotta, Hoy, Kirkwall, North Ronaldsay, North Walls, Papa Westray, Rousay, Sanday, Shapinsay, South Ronaldsay, St Margaret’s Hope, Stronsay, Westray Centres in Shetland Brae, Scalloway, Lerwick, Yell, Unst Centres in Skye & Lochalsh Portree, Sabhal Mor Ostaig, Plockton

  9. Case Studies

  10. Case Study 1- Anne • 2nd year distance learner with mental health issues • Completed one on-line courses with some teething troubles • Enrolled for a second but with a first-time on-line tutor • Week before the first assignment due she asks to withdraw

  11. Case Study 2 - Jim • Geographically remote distance learner • Enrolled in a distance learning video- conference course requiring ferry journey to study centre • As winter progresses reality hits home and student asks to withdraw from the course

  12. Case Study 3- Amanda • Student wished to study part-time for normal undergraduate degree in biological sciences • Started 1st year but discovered timetabling issues meant that it was impossible to study and work • Expressed wish to leave degree programme

  13. Results and Conclusions

  14. Case Study 1- Anne

  15. Case Study 2- Jim • Arranged video-conference equipment to be installed in a local school • Invested in new technology for web streaming to students homes • Extra support due to lack of face-to-face peer meetings

  16. Case Study 3- Amanda • Enrolled student in distance learning courses • Increased student support • Student fell again as neared end of degree but now completing a special subject and dissertation to complete a broad based degree programme

  17. Centre of Lifelong Learning (CLL) University of Aberdeen Regent Building King’s College ABERDEEN AB24 3FX www.abdn.ac.uk/lifelonglearning/

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