Supporting distance learners: the IT studio model.

SUPPORT NEEDS OF DISTANCE LEARNERS

Chute, Thompson, and Hancock [1] emphasize that the characteristics of distance learners and their needs influence the design, structure and operation of a distance learning system. The characteristics of the learners reveal a great deal about their various instructional needs. These characteristics guide the instructional strategies that are chosen and they influence the overall instructional design that is developed. However, understanding the characteristics of learners also includes addressing and supporting the learner needs that extend beyond their instructional needs. An essential aspect of any distance education project is the support services available to the students [2,3,4].

Krauth [5] asserts that students enrolled in distance education programs need the same types of student support services that are available to on-campus students, but that distance learners expect the delivery of these support services to meet their needs for flexibility and convenience. She also notes that special needs arise based distance learners' isolation and the fact that they depend heavily on technology for learning and accessing resources. Abate [6] states "think of all the offices on campus, all of the services provided for traditional students. All of these should be considered and made available in some fashion for students studying at a distance".

While no exhaustive, universal model exists for which student support services should be available to distance learners, the literature indicates that important components of student support services for distance learners should include not only course and/or programmatic information, but also resources for technical support, instructional support, and opportunities for social interaction.

ITMA: AN ONLINE IT PROGRAM FOR TEACHERS

The Instructional Technology Program at Virginia Tech currently offers an online Master's Degree for professional educators. Termed ITMA…