The ethical dimensions of learner support

Kelly, Patrick; Mills, Roger

doi:10.1080/02680510701306699

Cited by 12 publications

(8 citation statements)

References 1 publication

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“…This mixed model has been central to the delivery of the curriculum by the Open University and has proved popular across all disciplines, attracting large numbers of mature students, many of whom have not followed a traditional education pathway. The concept of ‘second chance’ frames the social mission of the University in its core objective of widening participation in higher education (Kelly & Mills 2007, p. 150).…”

Section: Open Distance Learningmentioning

confidence: 99%

When is a student not a student? Issues of identity and conflict on a distance learning work‐based nurse education programme

Watts

Waraker

2008

Learn Health Soc Care

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Students on work-based professional programmes experience a range of challenges in their learning and are often required to move between roles to balance their personal, work and study lives. This small-scale qualitative action research considers factors that help and hinder distance learning nursing students in establishing their student role identity. It reveals that students value recognition by work colleagues of their formal learner status and benefit from the peer support of other students within face-to-face and on-line tutorials. The paper draws out the risk-laden nature of embarking on professional education programmes as an experienced but unqualified practitioner. It argues that the support structures within both sponsoring employer organizations and higher education institutions, necessary to underpin successful learning, need to be flexible and student-centred. Encouraging the development of study skills and good academic 'habits' , as a form of psychological stroking, is central to building learner confidence.

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Section: Open Distance Learningmentioning

confidence: 99%

When is a student not a student? Issues of identity and conflict on a distance learning work‐based nurse education programme

Watts

Waraker

2008

Learn Health Soc Care

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“…Distance education is now available in various parts of the world for people who find it difficult to access traditional education as a result of their work schedules, family demands or financial circumstances. In essence, distance education is aimed at expanding participation and overcoming geographical, social and economic barriers (Kelly & Mills, 2007) with the objective of promoting lifelong learning, improving the country's skills base and resolving historical gaps in education delivery (Baloyi, 2012). Holmberg (1977) describes distance education to include different forms of study at all levels which are not subject to continuous, immediate supervision of tutors present with their students in lecture rooms or on the same premises, but nevertheless, benefit from the planning, guidance and teaching of a tutorial organization (p. 9).…”

Section: Introductionmentioning

confidence: 99%

Predictors of Support Needs of Distance Education Students in the Institute of Distance Education and e-Learning (IDeL), University of Education, Winneba, Ghana

Owusu-Mensah¹,

Dampson²,

Apau³

2020

JECS

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The study sought to establish the predictors of support systems for students in distance learning. Using the pragmatist paradigm, the study employed the concurrent triangulation design where 623 distance education students were randomly sampled from 41 study centers in Ghana for the quantitative phase of the study. Concurrently, 18 participated in 3 separate focus group discussions made up of 6 students each whilst the Registrar was also interviewed. Questionnaire adapted from Ozoglu (2009) was used to collect quantitative data whilst self-constructed semi-structured interview guides were used to collect qualitative data from the respondents. Means and Standard Deviations as well as Multiple Regression were used to analyse the quantitative data. The qualitative data were analysed using content analysis for respondents’ interview data. The study found that the most critical learner support needs were assistance in overcoming technical problems, orientation to the course media/delivery format of IDeL, help with the admission/registration process, counseling services to overcome students’ concerns about their education and textbooks provided by IDeL. The Regression Analysis showed that the learner support needs of the distance education students were predicted by sex, age and certificates students’ have enrolled for. It was recommended, therefore, that IDeL should consider the sex, age and certificates students’ have enrolled for in the provision of support systems for their students as they predict the support needs of the students.

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“…Will students be obliged to choose to enroll in open university courses even though their university leads them to failure? Is this ethically correct (Kelly & Mills, 2007 ability to analyze, reflect, and constantly ask themselves questions, together with their imagination, ingenuity and creativity -not to mention their curiosity, attitude and will -drive them into action both individually and collectively.…”

Section: Conceptual Approach Based On Ethical Choicementioning

confidence: 99%

“…Whether receivers or perpetrators, schoolchildren are victims of various forms of online bullying (including cyberbullying, sexting, trolling, and happy slapping) that go beyond the school context and disturb their psychological and personal development (Patchin & Hinduja, 2006 (Charlton & Danforth, 2007). The non-self-regulated use of technology can affect and condition personal relationships and interactions, especially those of young people who need to feel permanently connected to the Internet (Cuesta & Gaspar, 2013) or fear being disconnected from their peers (Przybylski, Murayama, Dehaan & Gladwell, 2013).…”

Section: Challengesmentioning

confidence: 99%

Ethics and Education in the Digital Age: Global Perspectives and Strategies for Local Transformation in Catalonia

Olcott

Farran

Gallardo-Echenique

et al. 2015

RUSC. Univ. and Know. Soc.

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The purpose of this paper is to provide a global analysis and a synthesis of emerging ethical issues, situations, and questions that face educators using digital technologies. The authors offer a conceptual framework centered on the Ethical Context Continuum (ECC) that integrates how society, culture, values, and technology are perceived by people and create ethical choices that consider the potential harm, benefits or both to individuals and groups. A summary of emerging ethical issue areas is discussed and recommendations are offered for adapting global best practices and lessons learned at the local level in Catalonia. The authors conclude that the range and complexity of potential ethical issues relevant to the use of digital technologies will expand in the future. The development of a comprehensive Code of Ethics for the Use of Digital Technologies is strongly recommended across all societal sectors in Catalonia. These proposals and other recommendations can also be applied in other local and national contexts.

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The ethical dimensions of learner support

Cited by 12 publications

References 1 publication

When is a student not a student? Issues of identity and conflict on a distance learning work‐based nurse education programme

When is a student not a student? Issues of identity and conflict on a distance learning work‐based nurse education programme

Predictors of Support Needs of Distance Education Students in the Institute of Distance Education and e-Learning (IDeL), University of Education, Winneba, Ghana

Ethics and Education in the Digital Age: Global Perspectives and Strategies for Local Transformation in Catalonia

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