Introducing e-learning includes establishing and maintaining relationships that support inclusivity and acknowledge diversity, as well as fostering a positive learning environment.
•
•
This topic will cover:
• How to set up the learner recognition process
•
How to set up an induction to an e-learning environment
What communication tools and skills are required to establish relationships?
How to establish positive and effective relationships within an e-learning environment
Learners need to be informed that they can be considered for Recognition of Prior Learning
(RPL) if they have one of the following:
•
• completed previous formal study skills and qualifications gained overseas
• relevant work and life experience.
You will need to guide and support learners to provide evidence of their previous study or experience such as original result notices, certificates or references, and supporting documentation.
For more information on Recognition, check the RPL section in this resource.
A total e-learning environment is not necessarily suitable for all learners. While an induction may be a good place to get a further understanding of the technical access and abilities of your learners, hopefully your application and enrolment process will have included opportunities to have determined this before the course begins. Some small demonstrations of the ability to
© NSW DET 2009

send emails and attachments as part of the enrolment process are designed to ensure that the students have enough technology skills to participate.
If students have low technology skills they may be referred to introduction and orientation courses such as the NSW TAFE resource Prepare for e-Learning found by searching on TaLE at http://www.tale.edu.au
Another helpful site is Ready, Set, Go: A Student Guide to Online Learning by Queensland’s
Wide Bay TAFE at http://widebay.janison.com/business/rsg/index.html
A well designed and welcoming induction will orient your learners to working in an e-learning package or environment by enhancing confidence in their technical abilities and learning skills.
It will also help to significantly reduce the number of problems that could otherwise interrupt the flow and pace of your program.
Where possible, when working with students new to e-learning, some facilitators try to do this induction session face to face or via videoconferencing or other synchronous media if possible. That way they can include orientation of the technology and learning system as part of the program.
An e-learning induction should address the e-learning program, technical requirements and operational skills and deal with administration and communication methods and protocols. It also provides an opportunity to set up a social network within the group of e-learners. Finally, it is an excellent place to establish your personality and style as a facilitator and to set clear parameters for interacting and responding to each other throughout the learning process.
E-learning students share many of the issues and challenges facing adult learners who come to classes. They have some advantages though, in that they are not distracted by other students, they can study and work when it best suits them, and they often have more individual access to their facilitator. However, motivation is often a challenge for e-learners, and facilitators must be aware of strategies for motivating students who work on their own. Having clear timetables for assessment submissions and regular communications’ expectations helps this.
Planning regular telephone, email or mail contact as well as inclusion in online study or discussion groups and collaborative assignments assist.
It is important to make e-learners aware of the problems they may face before they begin a course of study, and to provide lines of communication that they can use when they consider it necessary. Timely and encouraging responses to questions and assignments are of great importance in maintaining motivation for e-learners. Set up realistic expectations of the timeframe for returning correspondence and feedback on work, as well as set times for the students to be in contact of they have questions.
2 © NSW DET 2009

Inducting e-learners. What areas should an induction to e-learning cover? How and when would you conduct an induction?
Creating an induction checklist. Using the areas you identified in Activity 1, develop an induction checklist to use with your e-learners.
For a tool of checklist items to be considered when setting up an induction program see the
Checklist in the Template section of this resource.
For a sample of an actual Induction plan, see the plan developed specifically for the Up Front!
(Frontline Management) Toolbox from the Australian Flexible Learning Framework, in the
Template section of this resource. You will have to contextualise it for your group and content requirements.
Communication between facilitator and students and between students themselves relies on the communication tools available to develop the positive relationship that is taken for granted in classroom-based teaching. However even students in face to face classes are sometimes initially reticent to participate in discussions and the facilitator needs to draw them in. Some teachers or facilitators have reported that ‘shy’ students in an online environment often participate more quickly as they are willing to contribute in text or forums rather than speak out loud.
The induction session should explain what communication tools will be used and give any instructions needed on how to use these communication tools such as email, discussion forums and chat etc.
The induction session is a good opportunity to begin the communication process and introduce the students to one another.
For advice on developing relationships and building rapport in an e-learning environment see the reading Facilitating Online in the topic section of this resource. It is an excerpt from the Up
Front AFLF Toolbox around familiarising students with group communication. It offers tips on training games offered at www.thiagi.com for some ice breaker ideas that can be run via even limited technology such as email and/or chat.
See the Providing Support section of the AFLF Designing e-learning site at http://designing.flexiblelearning.net.au/gallery/support.htm
For an explanation of collaboration and communication tools refer to the Technology Pack section of this resource.
© NSW DET 2009

What communication skills/strategies would assist online relationships with your students?
Summarise some important strategies you can use in your online facilitation.
The success of your e-learning program depends on developing effective relationships for students and the facilitator. This includes supporting inclusivity, acknowledging diversity and establishing a positive and effective learning environment.
Some special needs your e-learners may have include:
•
•
•
•
•
•
• economic barriers language barriers communication barriers technological barriers social-psychological barriers time management problems physical, emotional or mental disabilities.
Suggestions for inclusive e-learning strategies and tools are included in Designing and implementing e-learning at http://designing.flexiblelearning.net.au/inclusive/index.htm
A common concern expressed by learners in online courses is the sense of isolation from other students and facilitators. This challenge can be addressed through utilisation of social technologies and collaborative learning, as explained in the previous section.
The induction session is a good place to begin the process of collaborative communication as a means to introduce the students to one another. This is easier if the session is conducted in a face to face or online via a visual and/or audio medium (i.e. in a synchronous environment).
However even if it is asynchronous there are still tools, techniques and strategies you can use to encourage such interaction. It may be wise for you to facilitate the first collaboration, in order to support and encourage all students to participate. You may not meet your online learners face-to-face, but it is important they do not become invisible. You need to keep in mind that the e-learners are real and have real needs and challenges to face. Any special needs should be determined at the beginning, when you are planning your teaching strategy.
Online facilitators have reported being initially surprised to find that they develop solid relationships with their students during the learning program gram even when it is asynchronous and predominately email based. Some students find online communication gives them more access to staff in the designated hours than simply being part of a large cohort of face to face students
4 © NSW DET 2009

Designing the course for regular interaction opportunities can work well if the course is group based with a start and end date, rather than open enrolment. Lessons can include a variety of content resources (such as readings, podcasts or other audio/visual resources), combined with personal reflection, discussions via the likes of forums or even group emails, and interaction with the facilitator. In addition to regular contact hours set aside by the facilitator, other communication such as weekly emails and audio/visual messages from the facilitator can also provide a strong sense of connection.
Your Guide to Social e-Learning at http://socialelearning.flexiblelearning.net.au/social_elearning/index.htm
also provides Case
Studies of social e-learning examples from TAFE teachers used with their students.
For other suggestions around social interactions for various outcomes see also the Social
Interaction Packs from the Australian Flexible Learning Framework resources at http://sipresource.flexiblelearning.net.au/sip_resouces/sip/index.htm
© NSW DET 2009