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Supporting Distance Learners: Making Practice More Effective
ARTICLE

, University of Otago College of Education

Journal of Open, Flexible, and Distance Learning Volume 19, Number 1, ISSN 1179-7665 e-ISSN 1179-7665 Publisher: Distance Education Association of New Zealand

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.

Citation

Pratt, K. (2015). Supporting Distance Learners: Making Practice More Effective. Journal of Open, Flexible, and Distance Learning, 19(1), 12-26. Distance Education Association of New Zealand. Retrieved December 9, 2019 from .

This record was imported from the Journal of Open, Flexible, and Distance Learning on July 4, 2015. [Original Record]

The Journal of Open, Flexible, and Distance Learning is a publication of New Zealand Association for Open, Flexible and Distance Learning (DEANZ).

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