1
2
3
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1 Research Associate, Language and Literacy Studies in Education Research Group, School of Education, University of Manchester, UK.
2 Senior Lecturer, Language and Literacy Studies in Education Research Group, School of
Education, University of Manchester, UK.
3 Senior Lecturer, Language and Literacy Studies in Education Research Group, School of
Education, University of Manchester, UK.
4 Senior Lecturer, Educational Support and Inclusion Research Group, School of Education,
University of Manchester, UK.
Address for correspondence:
Dr Gill Forrester
Language and Literacy RTG,
School of Education
University of Manchester
Oxford Road
Manchester
M13 9PL
Tel: 44 + (0)161 275 3452
Email: gillian.forrester@man.ac.uk

Abstract
The paper examines students’ engagement with distance education, offered by a traditional university, and focuses on their induction experiences as distance learners. Embarking upon a distant programme of study can be bewildering for students and the experience compounded by apprehension and uncertainties. Induction, which in some contexts is referred to as orientation, is a way of easing the transition and helping students to become effective distance learners and progress successfully through their studies.
The purpose of the research was to enable tutors to gain a more comprehensive understanding of the induction experiences of their distance students and the contexts in which they learn in order to improve and make more effective and appropriate the levels of support provided at the outset of their studies. The research explored the current induction activities on a number of distance programmes offered by the School of Education,
University of Manchester. Depending upon the programme taken, students participated either in an induction held at Manchester as part of a residential study school, or were enrolled on online programmes with induction via paperbased materials an d web pages. The research investigated students’ experiences of the induction process and how they initially perceived learning at a distance. The research provided different groups of students with the opportunity to reflect on their newly acquired skills as distance learners and enabled tutors to examine their distance students’ various experiences and needs.
A qualitative approach was adopted and data derived from paper-based and online questionnaires, focus groups, observations and semi-structured individual interviews. The research identified specific areas where developments could be made to the provision of induction services on the programmes investigated. The research also identified generic areas of good practice which are represented and defi ned in the resultant ‘START-OUT’ model as the processes and constituents of induction.
Introduction
This research examines students’ engagement with distance education offered by a traditional university and focuses particularly on their induction experiences as distance learners. The research explored how new students perceived going about learning at a distance, what their induction experiences were and how they felt about the nature of their learning at that time. The research provided students with the opportunity to reflect on their newly acquired skills as distance learners and enabled tutors to examine their distance students’ experiences and needs. The research objectives which guided the study are as follows:

To understand more comprehensively the needs of students during their induction to the distance programmes and their transition from
‘traditional’ learners to distance learners.
 To improve and develop tutors’ systems of student support in order to help students manage their learning and progress successfully in their studies, and also enhance student retention rates.
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
To consider the effectiveness of the current support provision, identify good practice and seek ways to improve the quality of students’ learning experiences (content and process).
The paper begins with a review of relevant literature and the research methodology is also outlined and justified. The findings are presented and include a discussion of students’ needs and expectations as new distance learners. The research identified specific areas where the provision of induction could be developed and these are presented. The research also identified generic areas of good practice which are represented and defined in the resultant ‘START-OUT’ model as the processes and constituents of induction.
The very nature of distance education is that students typically learn in isolation from other students and their tutors, are not physically present at the institution of study and are separated geographically and/or by time (Simpson,
2000). Bell and Tight (1993: 7-8) elucidate distance education as: forms of organized learning which are based on, and seek to overcome, the physical separation of learners and those
(other than the learners themselves) involved in the organization of their learning. This separation may apply to the whole learning process or only to certain stages or elements of it. Some face-to-face contact may occur, but its function will be to supplement or reinforce the predominantly distant interaction. A good deal of private study will typically be expected of the student.
Distance education differs in many ways from the more conventional educational practices where contact is face to face. In this paper we refer to this as the ‘traditional’ teaching-learning environment. According to Evans
(1994: 16) distance education has ‘distinctive problems’ in comparison with the more traditional forms of education. Firstly, teaching materials are prepared well in advance and before actual students are known to the institution. Secondly, distance learners are likely to be a much more heterogeneous group than would be found in a conventional classroom; their
‘social, economic, spiritual, political, experiential and personal dimensions add many interwoven layers to t he ‘distancing’ of the teacher from the student’
(Evans, 1994: 18). Thirdly, the problems encountered by students may be
‘invisible’ to distance educators who are potentially unaware of the actual contexts in which they learn. Finally, student-tutor and student-student relationships are ‘temporal and spatial’ (Evans & Nation, 1989: 10). Largely as a result of rapid technological advances a series of developmental shifts have occurred in distance education provision in the last three decades
(Cochrane, 2000; Rumble, 2001). Greater use of information and communication technologies by distance educators has transformed the delivery of many distance programmes as providers have sought to make innovative use of technological resources and also compete for distance students in a global market. Computer mediated communication has the potential to alleviate the isolation and ‘distance’ students typically experience by providing a wide range of alternative means of communication with tutors
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and between students themselves. The asynchronous nature of computermediated communication has opened up possibilities for the development of social networks, collaboration and interaction for students who are separated geographically and by time. At the same time however this form of classroom interaction is unfamiliar to some students (and tutors). So taking these issues into consideration, distance students need support as they commence their studies equal to, though not necessarily the same as, induction services provided to campus-based students, though this is sometimes overlooked or ignored by education providers.
Student Support and Induction to Distance Learning
In the higher education literature it is evident that more attention is being given to induction processes for campus-based induction in order to assist students with effective integration and adjustment to the university environment (Rivis, 1997; Carter and McNeill, 1998; Frame, 2001; Edward,
2003; Shobrook, 2003). Whereas student induction (in some contexts referred to as ‘orientation’ or as ‘fresher’s week’) was once largely perceived as a ‘one-off event’, it has been recognised that providing students with a more comprehensive and integral introduction to their studies helps alleviate potential anxieties, enabling students to make early connections with their courses/departments and progress successfully with their studies. For example, an increase in student numbers and a growing awareness of the needs of students can be the impetus for new induction procedures to be formulated (Sackville, 1997). It is also considered by some commentators in the field that introducing students to programmes of study should be conceived as a longer term process (Billing, 1997; Percy, 2001). The appropriate content and quality of a learner’s induction to any programme is imperative in order to support, help students prepare for and manage their learning, and progress successfully in their studies. Billing (1997: 125) suggests that new students are often disoriented when they arrive at university and are required to adapt ‘domestically, administratively, socially and intellectually’. However, distance study can be as disorientating for students who are also required to make the necessary adaptations in their lives demanded by a regime of study.
Ludwig-Hardman and Dunlap (2003) maintain that distance programmes are more likely to have greater attrition rates than traditional campus-based programmes and so it would seem that how students are introduced their distance studies is vital if successful student participation, progression and completion is to be assured. Thus, it is desirable that induction provision is pertinent to the needs of distance students, facilitates entry to distance programmes and intuitional practices, and supports students’ transition to becoming more ‘self-directed’ (see Garrison, 1992; Lee and Campbell Gibson,
2003) and ‘independent’ in their learning (see Wedemeyer, 1981; Moore,
1973). All distance educators face the question of how best to introduce and prepare students to tackle the new demands of distance study are arguably issues facing all distance educators. Simpson (2002) distinguishes between induction and preparation claiming:
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Induction is engaging students with the ethos, procedures and processes of the institution and encouraging them to see themselves as effective learners. Preparation is the process of helping students develop the supporting knowledge needed for a course and the generic and specific skills needed for studying that course. (Simpson, 2002: 172)
Simpson however cautions that:
Open and distance learning institutions are often good at the organizational aspect of induction – telling new students about systems, rules and regulations – but less certain on the affective natur e of the induction process’
(Simpson, 2002:
172).
The ‘affective nature of the induction process’ has received little attention in distance education research and literature regarding the ‘induction’ needs and experiences of students. Literature which doc uments students’ transition from traditional or face-to-face forms of learning to becoming distance learners is sparse. Literature in connection with student support services for distance education is more in abundance (for example, Sewart, 1993; Mills and Tait,
1996; Somerville, 1998; Dirr, 1999; Tait, 2000; Simpson, 2002) as is literature pertaining to student attrition and retention in higher education more generally
(Tinto, 1993; Carter and McNeill, 1998; Yorke, 1999). While reference to the student support and attrition and retention literature has framed and informed this enquiry, this study aims to address the shortfall of research exploring the induction experiences of distance learners.
Description of the distance programmes
This research investigated the induction experiences of students enrolled on five distance programmes offered by the Faculty of Education, University of
Manchester, UK. Two of these are Masters in Education (MEd.) programmes and which emanate in The Language and Literacy Studies in Education
(LLSE) Research and Teaching Group. They comprise the MEd. in English
Language Teaching (MEd. ELT) and MEd. in Educational Technology and
English Language Teaching (MEd. Ed Tech & ELT). These are professional courses designed for qualified (English Language) teachers with at least three years teaching experience. The programmes are taught concurrently oncampus in Manchester and delivered at a distance to students worldwide by the same staff. The MEd. Ed Tech & ELT and MEd. ELT programmes have been offered as fully distant programme since 1996 and 2000 respectively and both were offered partially online for the first time in 2002. Students take between three and five years part-time to complete the programmes. The programme material is delivered using a wide variety of technologies, which include traditional paper-based units with accompanying audio and video cassettes, online mini video lectures and virtual tutorials. Distance students are also linked to course units, resources and animations via the University website, which operates through WebCT (Web Course Tools). Several online forums have been set up whereby students can discuss a range of issues thus promoting formal and informal dialogue. The forums are moderated by
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tutors and facilitate both student-tutor and student-student communication and interaction.
The other three distance learning programmes investigated in the research are offered by the Educational Support and Inclusion (ESI) Research and
Teaching Group. These comprise courses of different levels in Profound
Learning Disability and Multi-Sensory Impairment leading to an
Undergraduate Certificate, Postgraduate Diploma or Masters (MSc). The duration of the Undergraduate Certificate and Postgraduate Diploma is two years part-time. The duration of the MSc is two years part-time plus an additional year to complete the dissertation. The design and structure of these programmes are based on the established Open University format.
Distance students receive written materials for the course units which involves approximately three to four hours of private study per week. The written materials are underpinned by two three-day study schools held on the
University of Manchester campus. Telephone contact with tutors forms part of the tutorial support available to students. A recent development is an online notice board and forum which essentially operates to promote peer communication and support. Assessment for all five programmes is by unit assignments and there are no examinations.
Students on the five programmes may not have studied formally for a number of years and so some may not come with the requisite skills to ensure their success. Students indicate a range of orientations for studying which may be vocational, academic or personal (for a fuller discussion on students’ orientation for studying, see research undertaken by Taylor cited in
Richardson, 2000: 53). A substantial proportion of the students on these programmes are women and the majority of students are in employment.
Many students, being mature, have families and thus there is the need for students to balance studying with a range of complex commitments in their lives.
Two Models of Induction
The research investigated the induction of students enrolled on the distance programmes of the two Research and Teaching Groups. Essentially different models of induction have been adopted, which reflect the ways the programmes were originally designed and set up, how they function in practice and the educational philosophies of the tutors who are involved with co-ordinating them. The LLSE model of induction for the MEd. ELT and MEd.
Ed Tech & ELT programmes utilises paper-based introductory booklets and web pages. In terms of content of the Online Induction Pages, the information largely mirrors the print/paper-based information in the packs. Appropriate links connect the student to the library pages and online catalogue, the programme forums, tutor profiles and information about subscribing to mail lists. Video clips of the introductory onsite lecture are also now available online. Induction is regarded as a longer-term process that presupposes online distance students will encounter new situations through several months and maybe through the first year after entry. These situations require timely guidance and management of the needs of various students at different stages in their academic journeys. This approach to induction resonates with
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the stance taken by Nixon and Salmon (1996: 90-91) who argue that ‘the gradual process of moving from new student to independent learner online is continuous but can be approximated as a series of discrete steps’.
The ESI model of induction differs somewhat in that it is bounded by time. It is incorporated into the autumn study school, which occurs over one weekend, though more than half of the sessions are used for the delivery of specialist content lectures. First year students studying on all three levels of
Profound Learning Disability and Multi-Sensory Impairment are taught together as one cohort at the study schools (they have different assignments and distance study materials). This model resonates with the conventional campusbased ‘Induction Day’ or ‘Induction Week’ whereby students are assimilated to the programme or university through various organised events and activities over a given period of time. On the students part, it has been a somewhat passive and one where students essentially receive information.
The induction comprises an informative and welcoming introductory session by the programme director, a tour of the library and an introduction to its services, a support session on study skills and individual tutorials. Prior to their attendance, students are sent a pack of introductory materials and the first course units.
Both models aspire to empowering students; enabling them to assume responsibility for becoming self-directed learners and managing their studies effectively. Induction provision is also designed to facilitate entry into the programmes and intuitional practices.
Research Methodology
Research Approach
The main aim of the research was to enable tutors to gain a more comprehensive understanding of the needs, expectations and induction experiences of their distance students with the view to improving and making more effective the levels of support offered during the induction period.
Accordingly, we support the view of Evans (1995) who advocates:
…adopting forms of research [which] are more vigorously linked to development [or] modification of subsequent courses and services.
(Evans (1995: 74)
The research position adopted was broadly ‘interpretivist’ and qualitative methods were utilised in order to generate rich, descriptive and contextual data so as to gain an in-depth understanding of lived experiences (Denzin and
Lincoln, 1994). As Creswell suggests:
One of the chief reasons for conducting a qualitative study is that the study is exploratory, not much has been written about the topic or population being studied, and the researcher seeks to listen to informants and to build a picture based on their ideas (Creswell, 1994: 21).
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Data Collection
The fieldwork was conducted in two phases; during autumn 2003 and spring
2004. The first questionnaire distributed in November and December, 2003 sought to ascertain students’ perceived needs, their expectations of distance learning and their initial experiences as distant learners. It comprised 5 closed questions to establish social demographic information and a series of
12 open-ended questions allowing students considerable scope to express their points of view on induction to learning at a distance. A paper-based version of the questionnaire along with an accompanying explanatory letter was distributed at the autumn study school to first year students enrolled on the three Profound Learning Disability and Multi-sensory Impairment programmes. A description of the research and the online version of the questionnaire were made available to first year students enrolled on MEd ELT and MEd Ed Tech & ELT. Students received the URL (Uniform Resource
Locator) for the electronic questionnaire via the student email distribution list.
A second questionnaire distributed in February and March, 2004 sought more reflective responses from students regarding their induction to distance learning. This comprised 6 closed questions to establish social demographic information and 6 open-ended questions. A paper copy of the questionnaire was given to students attending the spring study school and an electronic version emailed directly to students on the online programmes.
Students were asked about, for example, their expectations of the programme, the preparations they had made prior to beginning the programme, about their main concerns and worries about studying at a distance, what they considered were important or necessary skills and attributes required by distance learners, and since joining the programme what support had they found most helpful or unhelpful. The questionnaires were supplemented by individual interviews and focus groups with students attending both study schools. Telephone interviews were conducted with students residing overseas enrolled on the online MEd. programmes.
Teaching staff, programme administrators and other relevant university employees were also interviewed formally and informally. Participant observation provided another qualitative aspect of this research with the researcher attending the two residential study schools and regularly observing discussion on the online forums.
The Participants
The research was concerned with one cohort of first year students; 36 students were enrolled on the ESI programmes and 27 on the LLSE programmes. Of the ESI students 75% responded to the first questionnaire and 61% to the second. Five students participated in a focus group and five students were interviewed individually at the two study schools. Of the LSE students 37% responded to the first questionnaire and 50% to the second.
Four students took part in telephone interviews.
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Data Analysis
The data were analysed using commonly established qualitative procedures
(Creswell, 1994; Miles and Huberman, 1994) and with the qualitative data analysis software programme QSR NVivo (Qualitative Solutions and
Research Software: Version 2) as the organisational tool. The data derived from the online and email questionnaires were stored in databases, later retrieved by the researcher and loaded into NVivo. The responses from the paper questionnaires were entered onto Rich Text Format (RTF) files before loading to NVivo (Gibbs, 2002). All interviews and focus groups were fully transcribed, rechecked for accuracy and also prepared for NVivo. Using
NVivo’s coding facility, a series of nodes were created and passages of text coded and allocated as appropriate. In the first instance coding brought together sections of data that indicated similar perceptions, experiences, ideas and concepts for example, and which reflected the general questions, themes and objectives embedded in the research (Gibbs, 2002). They assisted in organising the data which could be more manageably retrieved, sorted and grouped. Later, as data analysis progressed and became more iterative, main themes became apparent and the nodes were refined. As more meaningful sub-categories emerged the data were grouped into more developed node categories and hierarchical layers. Initially the analysis focused on students perceived needs and expectations of distance learning across all programmes and the findings are presented immediately below.
From the various data sources four main themes were later identified namely, communication, integration, administration and information. The main themes encompassed eight subsidiary or constituent themes and these are also discussed below.
Research Findings
Students needs as distance learners
Students enrolled on the five distance programmes identified a range of common needs that they perceived were exclusively associated with their distance learning status. Respondents suggested that distance learners need
‘more determination’
to see the course through due to the
‘isolated’
nature of their studying. They ‘need to be self-disciplined’ and ‘be self-motivated and quite organised as well to dedicate periods of time in which to work’. The support of one’s family it was suggested is crucial to the distance learner and an understanding and appreciation that the student needs time and space to study… ‘you have to have other people who are just as determined. If I was getting negative feedback from my family or my friends then eventually it would wear me down’.
A distance learner needs the ability
‘to find out all the information themselves’ given that ‘the support isn’t right on your doorstep’ and ‘it’s not as if you can just walk down the road and say ‘Hi, I need a bit of help here’’.
Distance learners
‘need to have research skills to be able to be able to research the literature’ independently and to be able to have ‘regular contact with tutors’.
In the second phase of the study the findings from the reflective second questionnaire revealed needs that had been more specifically and insightfully
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formulated. Having guidance to enable students to ‘access the library catalogue and library books’ , knowing how to conduct ‘computer database searches, borrow books, access ejournals’
and more generally
‘access to resources’ and ‘access to information’ were identified by students across all programmes. By this stage, ESI students had made acquaintances with peers and tutors and were finding their way around the university campus through their attendance at the residential study schools. LLSE students were more familiar with the functionality of the technology and navigating the programme web sites. However for those studying mainly online the physical environment and face-to-face nature of learning was obviously absent as the comments of one online student reveal:
‘I've never worked or studied anywhere before without physically setting foot on the premises or campus and seeing where everything actually happens. It's also difficult to build up a realistic idea of what tutors are like as individuals. Never meeting the people who assess your work, and who decide on your success or failure, is a bit strange…Perhaps some form of short newsletter would help (maybe an e-newsletter) letting us know what is happening over there or telling us about projects that tutors are involved in. It may help us to see them as 'real' people rather than names at the end of emails….’
It is significant that one third of ESI students claimed not to have made any preparations prior to commencement of their studies. Three students indicated that they had researched the course content and two students stated that they had gained some work experience in a leaning disability setting prior to the course. One student recognized ‘work’ and ‘a first degree’ as preparation. The remaining responses can be regarded as either relating to domestic or academic preparations. Preparations made by LLSE students prior to the commencement of the online programme were all academicrelated. Six students had engaged in some form of pre-reading, reading of handbooks and the acquisition of recommended books. One student had done some ‘research into distance learning’ and another had spoken to
‘various people’
and
‘thought about the implications’
of studying at a distance prior to enrolling. One student had taken
‘an internet course’
in preparation.
Three students claimed not to have made any ‘special’ or ‘specific’ preparations prior to commencement of their studies. As it is clear that not all students take the initiative to prepare for returning to study then distance educators would benefit their students by offering more pre-enrolment information regarding preparatory activities and skills development specific to distance students. Specifically in the case of those studying online, the opportunity to partake in specially designed pre-enrolment activities that provide students with a flavour of learning online as well as making some form of assessment for a students readiness in terms of technical ability for studying online would perhaps be beneficial. Additionally, and as a result of the research findings, a hands-on session to access and navigate web resources is to be included in the study school induction in future.
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Students’ expectations of support
It is considered that students’ expectations of support serve as a useful point of reference to evaluate what students believe distant learning involves and how they might best be supported during the period of induction. Some students had quite broad expectations:
‘A general overview of the course and knowledge of the personalities’ involved’
‘As this is a complete DL program I expected it to cover every possi ble aspect of my studies’
‘Easy to follow guidelines about all aspects of registration, procedures for ordering modules, links to resources, assignment criteria and submission details, contact lists, institutional expectations, introduction to personal tutor and other staff’
‘Academic as well as administrative’
‘Information on resources and how to access them’
Others were more specific:
‘Suggested reading materials / suggested approach to studying on a Master's programme ’
‘A guide to the types of tasks set and what technical equipment is needed ’
The Identification of Themes
Four major themes occurred consistently in the data in questionnaire responses, focus groups and interviews. They relate to students’ need for timely, relevant and helpful information, their need to know how and when to communicate with their tutors and peers and who to contact should they experience any difficulties or have queries, to feel integrated and have a sense of identity as a distance student within the university and to be familiar with the requirements of the universities administrative systems. These main themes were used to organise and explore the data (see Figure 1).
Accordingly, examples from the data are drawn upon to illustrate students’ initial experiences as distance learners.
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Administration Integration
Information Communication
Figure 1: Identification of main themes
Theme 1: Information
The accuracy and timeliness of information provided is critical for students as they begin their studies. In the majority of cases students are fitting in studying between work and home commitments and which gave rise to the following kind of comment, for example:
‘I need to be able to have access to information quickly and without hassle’
All students on the programmes receive a substantial amount of information through the post when they begin. For some distance students receiving their induction packs was somewhat overwhelming:
‘I must admit that when I first saw it, it was completely overwhelming. It took me a good deal of time at least 2 weeks just to read the entire package for the first reading, which did not bring profound insight along with it and therefore there was a need for a second reading in order to start asking valid questions’ (LLSE student)
I was very overwhelmed at the start of the course when two parcels arrived on my door step. I had never studied by distance learning...I did not know the best ways to work through activities
’
(ESI student)
An overload of information can be counter-productive, indeed one online student considered there was
‘a barrage of emails requiring a lot of different things to be set up’ for which she ‘wasn’t prepared’ . However, for other students, receiving materials was more reassuring:
‘I was very excited actually when I got all the information it all looked really interesting. I was a bit worried I’d just get sent directions of where to go and find information to read and I’d
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be left very much by myself…But when I got the packs through there was all these lovely modules that had loads of information in and I thought ‘I’ve got all the stuff here to learn.
I’m not going to have to panic about not having all the information ’ (ESI student)
It was evident from students across all five programmes that similar kinds of information were initially required by them regardless of the mode of study.
Students needed to know how the library system operated for distance students and
‘understanding of how to borrow books’ and accessing the special services for distance learners . Students wanted their induction to provide a clear picture of ‘how the programme works in practice’, ‘a general overview of the course’
and
‘knowledge of the personalities
[tutors and support staff] involved’.
Having guidelines about how to participate in and utilize the online forums was obviously of importance to the online LLSE students though less so for ESI students who actually made limited use of these features. Issues relating to technical information and support cropped up across all programmes nevertheless, for example:
‘I had a few technical questions at the start, finding articles in e-resources and also being unable to download listening files through the computer system at work due to restrictions ’
(LLSE student)
‘I don’t think sometimes academic staff can appreciate that that’s quite nerve racking to just sit in front of a computer with lots of bits of paper and try to figure it out because it’s really powerful and there’s a lot of things you can do and if you’re not shown how to do it properly then, (pause) i t’s getting through the different stages
’
(ESI student)
In some cases there do seem to be expectations from students for all the instruction and necessary information to be provided in the materials and for that to be the responsibility of the tutors. There is also evidenced in data derived from the second phase where students’ desire for direction and detailed feedback on written work featured quite prominently. For some students, taking responsibility for their own learning was compounded by their need for guidance and reassurance that they are on the ‘right track’ .
Induction thus should aim to assist distance students in this transitional period so that they rely less heavily on tutors to guide their learning and become more self-directed and self-reliant.
Theme 2: Communication
Communication for distance students is now typically mediated by electronic means; email, computer-conferencing, forums, multi-user chat sessions etc.
These conditions change the nature of transactions between tutors and students and also make possible interactivity among groups of learners.
Paradoxically the delivery mode intended to actuate communication across geographical distances and time zones can itself create obstacles to communication if students are unfamiliar with and inexperienced in using the technology or are unable (for whatever reason) to interact in this way. Indeed
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it is interesting to note that the ESI students, who have the opportunity to meet their peers face-to-face, made little use of the online forums, while this of course is the chief form of communication between online LLSE students.
The response of an LLSE student provides such insight:
‘It was rather strange at first, but I think as I got into it, it was fine…Most of the communication was actually via the web site or via email…it was another way of doing things’
However, while there is evidence to suggest students learning is consolidated through collaboration and interaction (Garrison, 1992; Laurillard, 1993) nevertheless this can sometimes pose difficulties for distance students when they are expected to participate in online discussions and group activities.
The following student explained her reservations:
‘The reasons why I’m doing distance learning is because I want to continue my work and also I can work at my own pace…and I feel that the use of online and communication methods that we have, have been built into the course with all good intentions, but sometimes it goes against why we are doing the course in the first place…the real reason why I’m studying this way is that I can manage my time by myself ’
In the main ESI students tend to rely on telephone tutorials with tutors though they do make use of email for queries and also have the opportunity for individual face-to-face tutorials at the study schools.
Theme 3: Integration
Students enrolled on the LLSE online courses are mostly residing overseas and are relatively unlikely to physically visit the campus or meet their fellow students and tutors. They can however be part of a virtual learning community and tutors set tasks and activities to encourage students to participate within this. However the data suggests that opinions were divided as to whether students sensed the existence of such a community and this perception was found to be influenced by the extent of their involvement in it.
If the formation of a virtual community is favoured by distance educators then induction activities should be designed to support its growth. Ground rules, protocol and expected social norms should be apparent to students and the benefits of engaging with the community be outlined. Developing group tasks online, inviting students to partake in the various online forums and encouraging asynchronous and synchronous dialogue can help some students to feel part of a wider group. Links to videos clips taken around the university campus or virtual tours can also give students a sense of place.
The study schools are compulsory for ESI students and so they will have a different kind of learning experience compared with the LLSE students.
Regardless of the mode of study however, it was apparent in the data that respondents needed to have some sort of identity as a student of the institution; that they belonged and were of some significance. The following comments serve to illustrate this:
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‘The general feeling that someone there in Manchester cares about me’
‘My needs are to feel as though I'm part of the course. This is quite difficult to quantify in terms of concrete examples, but I did feel a bit lonely at the start’
‘Well basically the first thing was that I didn’t really have a feeling of belonging to either to the programme or to the
University
’
The study schools serve a social function in that they provide the opportunity for learners to come together. Developing social cohesion within each cohort of students is important to the tutors who run the study schools so that students develop peer support networks which will help to combat the sense of loneliness and isolation common to distance students. In some ways students considered that there was not enough opportunity given for socialisation such as ice-breaker sessions, sessions requiring active participation and formal social gatherings during the evenings. Tutors have taken these suggestions on board and modifications made to the existing schedule of induction events and activities. The future induction will incorporate a significant element of active student participation. Tutors will continue to fully support students in their studies offering academic, technical and pastoral support and by doing so assist in integrating students so that they feel they belong to the programme and are part of a student body within the wider university.
Theme 4: Administration
Data which related specifically to administrative issues was relatively minimal compared with the other three themes already discussed. Nevertheless it emerged as a discreet category in its own right and, after all, a university’s administrative system is often a prospectiv e student’s first point of contact.
One student responded:
‘Easy access to both administrative and academic staff, knowledge of who to contact about specific queries and fast replies and feedback’
Students need to know who to contact for advice and how they actually enrol and register on programmes. This appears to run relatively smoothly for most students.
‘Reasonably well, I mean all of the things of registration and registering with the library and so on. That was excellent. It was just a question of reading the instructions and everything worked quite smoothly
’
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Good Practice for Induction Provision; Constituents and Processes
The findings of the research revealed some limitations in the current induction provision for students on the five programmes in terms of addressing the needs and expectations of distance learners. As a result of this research recommendations have been made to programme directors and relate specially to each model of induction.
Recommendations specific to:
LLSE induction

Clearly define the technical requirements for the programme

Provide guidance and advice for studying online and at a distance

Give a sense of what it is like to learn online using appropriately selected activities
ESI induction

Ensure that a significant element of active student participation occurs

Develop social cohesion through formalising social events providing more opportunities for networking, peer support and collaboration
Both models of induction

Provide detailed step-by-step guidelines on how to access e-resources

Acquaint students with the requisite communication tools

Make a precourse assessment of students’ technological skills

Facilitate a sense of belonging to both the programme and the wider university
As an outcome of this project eight generic constituents of induction have also been identified. These stem directly from the data, deriving from students perceived needs and expectations as distance learners and their experiences of induction to distance learning, and also from the themes and issues arising in the literature. The process of data analysis allowed for the sorting of data into what Miles and Huberman (1994) refer to as ‘intellectual “bins”’. These might contain, for example, discrete events, behaviours, perceptions, experiences, ideas or concepts. For purposes of differentiation, these ‘bins’ have been allotted a discrete label. The labels should be regarded merely as a signifier, which represent a particular constituent of induction as described in Table 1 below.
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Constituent Description Notes
Social
Transitional learner
Academic
Registration
Tutors should endeavour to provide a welcoming atmosphere that facilitates student interaction and communication.
Transition is about settling in, adjusting to the new distance and/or on-line learning environment and becoming accustomed to a potentially unfamiliar style of learning.
Formally introducing students to the programme, explaining how it operates, providing a reading list, assignment criteria and submission details, and relevant information are prerequisites.
It is essential to ensure that students are correctly registered with the university and its library and have obtained the appropriate access passwords (e.g. ATHENS password).
Support offered by tutors essentially comprises academic, technical and pastoral.
The formation of student groups (real or virtual) at an early stage can function as peer support networks initially and later.
Inevitably students have differing personal and educational experiences, diverse learning style preferences and may have previously been taught in different ways. It is imperative that students understand from the outset the nature of (on-line) distance learning, what is expected of them (as independent learners), and that opportunities for developing study skills (including time management, organisation of work and so on) are available. A pre-course assessment of students’ technological skills may be beneficial.
Information about the use of the online forums for academic purposes should be available. Induction is also the opportunity to make apparent to students particular rules, regulations, formalities and the university’s expectations of students is made explicit.
Attending to the administrative requirements of the department or university is a traditional function of induction.
Tutor support Academic support comprises all academic areas for example, study skills, providing feedback, answering queries etc. Technical support involves guiding students in the use of course-related tools (e.g. accessing the online library catalogue and e-journals, using databases and online forums). Ensuring students know what technology and technical skills are required, who to contact for trouble-shooting etc.
Proving emotional and moral support to students is vital.
A tour (real or virtual) of the campus is beneficial to students in order that they may either find their way around or be able to visualise the institution and its geography.
Orientation
Identify with the
University
Tutors
Familiarising students with their department, faculty and the wider university is important as is acquainting students with the library, e-journals and databases.
Generating a sense of belonging to the institution (feeling cared for or valued) is vital for social and academic integration
Identifying personal tutors early is paramount to facilitate early communication. Students need to know how and when they can communicate with tutors. etc.
Fostering a sense of security and the absorption of students into a learning community is important in the early stages of study.
Tutors should also seek to manage students’ expectations from the outset i.e. – making it clear when tutors can be contacted and what is the expected response time etc.
Table 1 :
‘START-OUT’ – incorporating eight constituents of induction
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Collectively the eight constituents give rise to…‘START-OUT’ (see Figure 2).
S ocial
T ransitional learner
A cademic
R egistration
T utor support
O rientation
U niversity, identifying with the
T utors
Figure 2: Constituents of Induction
Arguably an induction programme that comprises all the constituents contained in 'START-OUT' provides a strong foundation for effective and successful study. The timeliness of information, initiatives and activities however would appear to be crucial so that students do not feel overwhelmed when they begin programmes. Appropriate activities should facilitate the incremental development of skills, though the suitable timing of such stages warrants further investigation so that induction for distance students becomes more of a longer term process, meeting the needs of learners as required.
The conceptual framework (illustrated in Figure 3) sets out graphically the various constituents of induction so that they can be better understood and, if necessary, can be continued to be explored in greater depth. The eight constituents of induction described in Table 1 are embedded in the four processes. These processes are representative of the four main themes which reoccurred consistently in the data namely: communication, information, administration and integration. Due to the composition of some constituents they extend beyond one discrete process.
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Administration
Registration
Integration
Transitional learner
(
University
Social
Information Communication
Orientation
Tutors
Tutor support
Academic
Figure 3: Processes and constituents of induction
Conclusion
The research explored two different models of induction and the experiences of distance students. The data generated in this study reflected issues important to distance students commencing their programme of studies. As a consequence of the research specific recommendations have been made to programme directors so that induction activities can be developed to better meet students’ needs and expectations. A further outcome of this research is the identification of generic areas of good practice, which are represented and defined in the resultant ‘START-OUT’ model which incorporates the processes and constituents of induction. It is considered that this is a comprehensive set of ideas, which will assist providers in informing and scrutinizing their induction provision.
The more adept distance educators become with induction processes, that is, communicating with students, providing information and guidance for effective study, helping students to integrate and feel part of the university and the distance community, the more likely students will experience a smooth transition to distance learning.
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