Administrative Support in Open and Distance Learning

 Overview 

These materials support a discussion on the topic of the administrative support that relates directly to the learner in an open and distance learning programme.

Source materials for this topic

Commonwealth of Learning. Perspectives on distance education: student support services. Vancouver: col, 1992.

Evans, T. Understanding learners in open and distance education. London: Kogan Page, 1994.

Lewis, R. Tutoring in open learning. Lancaster: Framework Press, 1995.

Mills, R., and A. Tait. Supporting the learner in open and distance learning. London: Pitman, 1996.

 Types of administrative support 

A range of administrative support may need to be provided to learners at different stages in their study career, including:

•       sending out routine information;

•       responding to routine enquiries;

•       processing admissions;

•       registering learners;

•       keeping records;

•       initiating delivery of course materials;

•       supervising assignment turnaround;

•       monitoring administrative support;

•       administering examinations; and

•       issuing certificates.

In open and distance learning programmes, administrative systems are every bit as vital as academic provision for the success of the individual learner and the health of the organisation as a whole. Because learners are studying at a distance, the institution relies far more heavily on the effectiveness of its administrative systems and its record systems for the support of its learners than does a face-to-face college.

 Records and record keeping 

Records are of great significance in open and distance learning systems. The record systems need to ensure that

•       each learner receives the correct materials at the right time;

•       learner’s grades and performance data are securely logged; and

•       that welfare and financial matters are documented in an informative way.

We might most simply consider records by asking three questions:

•       Why keep records?

•       What records to keep?

•       How to keep the records?

Why keep records?

Records must be kept for the following reasons:

•      to check progress of learners;

•      to provide continuity regardless of changes of personnel;

•      to assist a tutor in his or her organisation and tutoring;

•      for institutional reporting purposes e.g. management;

•      for tracking individual learner progress;

•      to enable comparisons to be made between courses, tutors, learners, sexes, and years;

•      to make analysis of learners as a cohort possible and to identify emerging trends;

•      for ongoing planning;

•      for historical proof of things done;

•      for research;

•      to verify regularity of attendance;

•      to give feedback to learners, tutors, and others; and

•      to evaluate the system.

What records to keep?

The following records should be kept:

•      assignments submitted;

•      marks allocated to assignments;

•      test marks;

•      problems learners face;

•      problems in implementation of the programme;

•      correspondence;

•      feedback;

•      attendance register;

•      learner personal files

• personal data;

• progress report;

• assessment record;

•      log or journal: incidents, visits, equipment and material

•      issue of modules;

•      financial records; and

•      notes regarding meetings and counselling and tutorial sessions with reference to necessary follow-up action.

How to keep the records?

Records may be kept on paper and card based systems or on computer. For larger open and distance learning programmes, with many learners, computer based systems are very much preferable to manual systems, as they can generate a great deal of useful information and reduce labour and errors considerably. However, many open and distance learning organisations still function with paper-based systems.

Whether on paper or on disc, it is important that the system be:

•      logical;

•      simple;

•      understood by its users;

•      secure; and

•      sustainable.

 A checklist for evaluating records systems

Ask yourself the questions in the following checklist to determine whether your records system is meeting learners’ needs.

Checklist for Records Systems

Does your learner record system contain the following information:

q    personal details, including name, address, age, family circumstances, and employment?

q    academic and professional qualifications?

q    special requirements such as specially adapted materials for disabled        learners?

q    tutorial record, including dates when assignments were received, grades, and copies of tutor comments?

q    list of materials sent, including date of dispatch?

q    record of attendance at face-to-face sessions?

q    fees paid?

Are your records detailed, accurate and up-to-date? Do you ensure that

q    records systems are regularly monitored to ensure that they are functioning efficiently?

q    information is disseminated to the right people at the right time?

q    records are kept in a secure fashion so that only authorised personnel have access to them?

q    legal requirements governing the handling and storage of information are           met?

Are your support staff, whether instructional, counselling, or administrative, trained and updated on an ongoing basis on the records system and how it is to be used?

  Practice exercise 

Describing an administrative support system

Instructions: Given the three tables that follow, ask participants to consider their own institution or an open and distance learning programme with which they are familiar.

Ask participants to make notes on a copy of the tables, either individually on their notepads, or in groups on a flipchart paper or overhead transparencies. Divide participants into groups of four and ask each group to present its version to the group as a whole.

These exercises can increase awareness of the team context in which each person involved in learner support works, and of the importance of records and administration in distance education systems. They may also lead to setting agendas for action within the participants’ institutions.

Time Required: Allow twenty minutes for each table.

Materials: Sufficient copies of tables, flipcharts or overhead transparencies for group work.

Evaluating administration

Make notes to the following questions in the table below.

•      What areas of administration are particularly important to make the open and distance learning programme run effectively?

•      Why are these areas important?

•      How could the effectiveness of these areas be improved?

Administration for Open and Distance Learning Programmes

Area of administration	Why is it important?	How could it be improved?

Evaluating records systems

Make notes to the following questions in the following table.

•     What specific forms or procedures in the records system are particularly important to make the open and distance learning programme run effectively?

•      How could the effectiveness of these forms or procedures be improved?

Records Systems for Open and Distance Learning Programmes

Form or process	Why it is important?	How it could be improved?

 

Evaluating the learner support team

Make notes to the following questions in the table below.

•     The learner support teams in an open and distance learning programme include people such as tutors, mentors, counsellors, local co-ordinators, senior tutors, residential tutors, and headquarters staff such as entry and dispatch clerks, stock controllers, records clerks, and learner support officers.

•     What connections and areas of co-operation among different members of the learner support team are particularly important to make the programme run effectively?

•     How could the effectiveness of these connections and areas of                   co-operation be improved?

The Learner Support Team for Open and Distance Learning Programmes

Connection or area of co-operation	Why it is important?	How it could be improved?