An elaborated model of student support to allow for gender considerations in Asian distance education

Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student su...

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Autores principales:	Insung Jung, Seongyoun Hong
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	Asian distance education distance learner support quality assurance student support Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/fe1c14a58abf4c2c860d05c902547ea0
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spelling	oai:doaj.org-article:fe1c14a58abf4c2c860d05c902547ea02021-12-02T18:03:17ZAn elaborated model of student support to allow for gender considerations in Asian distance education10.19173/irrodl.v15i2.16041492-3831https://doaj.org/article/fe1c14a58abf4c2c860d05c902547ea02014-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1604https://doaj.org/toc/1492-3831Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Korea, Hong Kong SAR China, Malaysia, India, Pakistan, Philippines, Singapore, and Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students’ perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed. Insung JungSeongyoun HongAthabasca University PressarticleAsian distance educationdistance learner supportquality assurancestudent supportSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 2 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Asian distance education distance learner support quality assurance student support Special aspects of education LC8-6691
spellingShingle	Asian distance education distance learner support quality assurance student support Special aspects of education LC8-6691 Insung Jung Seongyoun Hong An elaborated model of student support to allow for gender considerations in Asian distance education
description	Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Korea, Hong Kong SAR China, Malaysia, India, Pakistan, Philippines, Singapore, and Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students’ perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed.
format	article
author	Insung Jung Seongyoun Hong
author_facet	Insung Jung Seongyoun Hong
author_sort	Insung Jung
title	An elaborated model of student support to allow for gender considerations in Asian distance education
title_short	An elaborated model of student support to allow for gender considerations in Asian distance education
title_full	An elaborated model of student support to allow for gender considerations in Asian distance education
title_fullStr	An elaborated model of student support to allow for gender considerations in Asian distance education
title_full_unstemmed	An elaborated model of student support to allow for gender considerations in Asian distance education
title_sort	elaborated model of student support to allow for gender considerations in asian distance education
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/fe1c14a58abf4c2c860d05c902547ea0
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An elaborated model of student support to allow for gender considerations in Asian distance education

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