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  Candidate evaluation questionnaire

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Outcome 1

Evaluate the implications of providing online support for learners.

Performance criteria

a) the potential uses and implications of online support tools/techniques are correctly identified

b) the differences in approach and practices of supporting learning online to other delivery methods are correctly evaluated

c) the strengths and weaknesses of supporting learners online are correctly evaluated

d) strategies for integrating online support within a learning programme are correctly developed and evaluated for individual learners and for groups of learners in an online environment

e) strategies for evaluating online learner experience during a learning programme and on completion of a learning programme are correctly developed and evaluated for learners in an online environment.

Evidence requirements

The candidate should produce a report which demonstrates that he/she has evaluated the implications of providing online support for learners for each of the performance criteria. Evidence must be provided of research, critical reflection of current and emerging practice through discussions and a review of the views of others.

Online support tools/techniques considered should include asynchronous, synchronous, one-to-one, one-to-many, many-to-many and interactive learning material.

Guidance on the content and context for this Unit

Outcome 1

This outcome should involve research into current and emerging practices, discussions with peers, evaluation of each other's proposals and a review of the implications for the candidate's own situation and his/her organisation's situation. It is recommended that much of the research and discussions should take place online.

The context for online learning should be considered e.g. philosophy, drive towards lifelong learning, potential target groups, initiatives such as SUfI, NGfL and knowledge based economy. The potential implications for education and training systems should also be discussed. The impact on the role of a tutor/trainer/mentor should be addressed e.g. cultural change required, implications for training, need for mentor support for those providing online support.

The approach and practices of supporting learning online should be compared to more traditional methods e.g. classroom based delivery and other methods such as open/distance learning and workplace learning/training. Similarities as well as differences should be identified. Issues considered could include:

• location, time, pace, flexibility
• social aspects - isolation/inclusion levels, motivation
• learning styles
• interaction and forms of communication
• assessment.

The strengths and weakness of supporting learning online should be discussed and evaluated. Strengths could include accessibility, flexibility, learning approach, range of media and cost benefits. Weaknesses could include isolation, motivation of learners and use of technology.

The range of tools/techniques that can be used online should be discussed. It may not be possible to use the full range in a learning programme but the potential uses and implications should be assessed. Potential uses include bulletin boards, email chat, online quizzes and tests, hypertext, videoconferencing.

The options for, and issues associated with, integrating online support should be considered. The options should range from providing contact via email alongside face-to-face contact and traditional methods, to the delivery of a learning programme solely online. Strategies for integrating online support should be developed and evaluated for individual learners and for groups of learners.

Strategies should address the following areas:

• establishing a rapport and setting the parameters for support
• role and support arrangements to be adopted for different groups
• contact/communication arrangements to provide on-going training, advice and guidance
• motivating learners and maintaining participation
• encouraging and supporting interaction within groups
• monitoring progress and carrying out formative assessments
• evaluating the learning experience on an on-going basis and on completion of the programme.

Candidates should also consider the implications of data protection, copyright, plagiarism, offensive material and special needs.

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