Developing Student Support for Open and Distance Learning: The EMPOWER Project

Authors

DOI:

https://doi.org/10.5334/jime.470

Keywords:

student support, distance learning, online learning, motivation, drop-out, EMPOWER project

Abstract

European universities face great challenges dealing with twenty-first century world changes. Deep transformations are required to a wide range of life-long learning scenarios, which are replacing traditional modes of university study and giving access to students in more flexible ways. To address the transformation in learning, the European Association of Distance Teaching Universities (EADTU) launched the EMPOWER project in 2015 so that the EADTU could share expertise of distance education universities in the field.

The EMPOWER project is organised in 12 areas. One is student support, as the central area for students’ success. The project’s goal is to empower students to become life-long, self-directed learners in open, online and blended-learning environments. The plan was to increase student retention and enhance academic performance, integration and satisfaction.

This article summarises the work that has been done during the past two years to offer different tools and resources, such as webinars and reports. These can help institutions and academics in their understanding of what underlies student engagement and motivation versus student drop-out. We aim to share expertise about how effective, or not, technology has been for developing innovative, advanced and quality student support services to large and small groups of students.

It is too early to judge the success of the student support group of the EMPOWER project. This paper looks at what has been achieved so far. In particular it outlines the reasons for focusing on the problem of student drop-out and how student support may help to ameliorate the problem.

Author Biographies

Angeles Sánchez-Elvira Paniagua, UNED

http://bit.ly/1amkla5

Ormond Simpson, University of London

Ormond Simpson is a consultant in distance and online education, most recently at the London University International Programmes where he was a Visiting Fellow. His most recent post before that was at the Open Polytechnic of New Zealand where he was Visiting Professor. Prior to that he was Senior Lecturer in Institutional Research and Director of the Centre for Educational Guidance and Student Support at the UK Open University. He has given keynote presentations and workshops in Sri Lanka, Chile, Mexico, South Africa, Ghana, China, the West Indies, Colombia, Brazil, South Korea, The Gambia, Holland and Papua New Guinea. His distance education interests are in student support and retention, cost-benefits of student retention activities, ethical issues, learning motivation, e-learning and staff development. He has written several books, the latest of which ‘Supporting Students for Success in Online and Distance Education’ (2012, Routledge) has just been translated into Chinese. He has also written ten book chapters and more than thirty journal articles, the most recent of which is “Challenging the ‘distance education deficit’ through ‘motivational emails’” Open Learning 2015: 30, (2) (with Inkelaar, T.) He has a website www.ormondsimpson.com where there are freely downloadable presentations, articles and other materials for distance researchers, tutors and students.

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Published

2018-07-30

Issue

Vol. 2018 No. 1

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Articles

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