An Academic Guidance Model to Orient Distance Students

In the last 20 years, the increasing importance of information and communication technology (ICT) induced many educational and training institutions to apply new technologies to education, in order to reach new and more ambitious goals (Hodgson, 2002; McNaught, 2003). Academic institutions are following this same direction too. In Italy, as well as in the rest of Europe, we are witnessing the development of many experiences in Web-enhanced learning (traditional classes are taught, but there are online resources to complete the personal study), blended learning (teachers integrate traditional lessons with e-activities, such as online discussion groups, video conferencing and online resources) and, even if it is not so widely spread yet, pure e-learning, in which all the teaching process is Web based. This chapter begins with an analysis of a distance degree in psychological sciences. The structure of the course includes a national centre, faculties of different universities, and technological centres. The technological centres, located both in Italy and abroad, are facilities available to students, and are equipped with all the technology necessary to follow the distance courses (personal computers, satellite connections, internet connections, etc.). These locations constitute actual meeting points for students, teachers and tutors, thus allowing for face-to-face exams and seminars, as well for videoconferencing. The student is guided by a new figure, the e-tutor, who facilitates online learning and communication processes. The approaches to teaching and learning are both synchronic (by chat and videoconferencing) and diachronic (video lessons, practical exercises on the Internet, discussion forums, blogs, newsletters, etc.). In order to understand the role played by technologies in a distance degree, starting from the very first steps taken by a student in the academic system, we will begin with the description of a guidance model conceived to inform, prepare and support the student during her or his academic career (Gresh & Mrozowski, 2000; Luck, 2000; McNaught, 2003; O'Donoghue, Singh, & Green, 2004). Then we present some theoretical, empirical and methodological issues about the use of new technologies in distance education. We onclude that a specific preliminary informative orientation system can prove to be a good tool to prevent e-dropouts, but on the condition that it starts from the very beginning of their academic career (Bozarth, Chapman, & LaMonica, 2004; DeRouin, Fritzsche, & Salas, 2004; Jones & Laffey, 2002; Lynch, 2001). A three-step model is presented. The first step is 'orienting', where a general exploratory guidance is given, describing the set of educational and technological instruments. In the second step, 'preparing', the main goal is to reduce the technical gap between the student and the educational setting. Finally, the third step is aimed at giving technical, educational, and relational support to the student all along his/her academic career