Context:
The author reports the results of a feasibility study on using electronic mail for student support. Although the study was conducted in Australia, the issues and questions raised in this article are relevant for all institutions and countries considering the use of electronic mail in a distance education system.

Source:
Doring, Allan. 1995. "Student Support and Electronic Mail—Exploring a Possibility." In F. Nouwens, ed., Distance Education: Crossing Frontier, Papers for the 12th Biennial Forum of the Open and Distance Learning Association of Australia, Vanuatu. Rockhampton: Division of Distance and Continuing Education, Central Queensland University, pp. 264-67.

Copyright:
Reproduced by permission.

Support is often a key element in the completion of study by distance education students. Electronic mail offers an alternative means of providing support. This study, reporting the findings from a survey of two hundr ed distance education students provides data that suggests using electronic mail in this way, is not without difficulties.

The importance of support for the remote or isolated student has been well recognised by distance educators. Providing quality support has particular benefit for both student and institution by increasing student success rate and reducing student attrition. However, to ensure such benefits continue, further possibilities need to be explored.

Attempts to improve student support have included such alternatives as residentials, tele-conferences, local visits, and video-conferencing, in an effort to offer forms of tutorial support similar to those available to on-campus students. By the very nature of distance education, the "face-to-face" contact which provides expansion of lecture material, direct answers to problems, guidance on procedures and immediate responses to learning difficulties is absent or highly infrequent. Students also desire to have contact with fellow studen ts to feel part of a group, to be able to discuss problems, to take part in group work and to benefit from peer support (McGregor & Latchem 1991:41; Wright, 1994:59). One possibility that offers the opportunity to improve the interpersonal contact is that of using electronic networks, in particular, electronic mail (e-mail).

Reports in the Australian press claim that many Australians, with modems attached to their home computers, are now becoming avid users of the Internet. Other networks are also being increasingly used, for example, universities have access to the university system AARNet, the government Telecom network, Keylink, is used by many schools as well as the Queensland Open Learning Network. While the spread of these networks is acknowledged, the extent of the usage is difficult to identify.

The author was keen to explore the possibility of using available electronic networks as a means of providing an alternative form of support between geographically dispersed participants, unboun ded by time and availability as required by the telephone. The use of e-mail was envisaged as providing an alternative format for personal contact.

The caution warranted in establishing such a form of support has been argued elsewhere (Hansen and Gladfelter, 1995). It is sufficient to note at this point that the use of any educational technology, has inherent strengths and weaknesses for both provider and user.

Background

Distance education students are aware that they are disadvantaged in various respects by their method of study. Wilson (1994:271) suggests that they would be responsive to any change in teaching strategies that would increase the quality of their learning experiences. As mentioned earlier, there is a strong view that student support, with a need for direct human support, is crucial to successful independent learning (Tierney, 1994:110). Despite recognition as an area requiring priority research attention, a recent study by Jegede (1994) reports very limited research into student support services. 'This point is reinforced in the recent Inquiry into Open Learning in Australia where the matter of the quality of student support systems receives one brief paragraph of nine lines (Tierney, 1994:63).

While there is a wide variety in the forms of student support systems, the objective of student support is normally construed as the individualising of the academic offering to the student. It is often the case that those involved in student support act as intermediaries between the course content and the student. E-mail, by its very process, is well poised to take a role in this mediation. It is individual, flexible and rapid. Through it, discussion can move closer to on-campus, classroom reality. The use of e-mail can offer substantial benefits-to help modernise course delivery, improve quality and enrich student's teaching and learning experiences (Stewart, 1992:13).

As always with technology, there is the question of access, availability and reliability, fact ors emphasised at length by Healy (1992) and Bates (1994). Bates (1994), in referring to a survey by Black, notes that while many students do not have access to computers or modems, this is becoming less of an issue. While Black's study is Canadian, Prebble (1993) reported similar trends in New Zealand. Australia is certain to be likewise. These are key matters in attempting to establish a student support system.

Other factors also impinge, for example, cost-effectiveness and level of interaction. While AARNet is "free" to university staff at the moment, the student is more likely to need access to and be a subscriber to, a private network-which costs. The cost associated to interact with one's lecturer as well as other students, needs to be balanced with the perceived effectiveness, level of the resulting interaction and end benefit. Some students are likely to be reluctant to meet any on-line costs to become involved in mundane matters, "junk mail" or have inquiries unanswered within a reasonab le time. There is a "hidden" cost for the institution in terms of the time necessary for the interaction although this is estimated to be less than for direct interaction (Tierney, 1994).

Gooley and Towers (1993:194) in referring, to the operation of the Open Learning Network in Queensland, take this point further. They note that, while interactive electronic technologies can contribute to the quality of education for all learners.

systems are expensive and not usually cost effective for individuals to access, providers to establish multiple sites, or economically viable for rural and remote areas. Apart from large upfront capital costs and ongoing communications and staffing costs, there is a prudent requirement to set aside considerable recurrent funds for maintaining and upgrading hardware and software.In exploring the use of e-mail for student support, cognisance must be given to the advantages and disadvantages of the associated technology. Pebble (1993:156) made t he valid point that the providers should not commit themselves to a service that will be out of reach of the average student who may be taking one or two courses on a part-time basis. For the individual student, e-mail software may not be easy to access and may involve mastery of new technical, social and communication skills (Anderson, 1994: 10).

Nevertheless, the enthusiastic student is more likely to favour the interaction despite the cost. The resulting interactions are highly likely to add an extra-curricular dimension and new opportunities (Miller, 1992:28), for example, being empowered to the possibility of becoming a real part of a community of scholars, unbounded by the restraints of time and distance (Anderson, 1994:9). For an isolated student completing a single twelve-week unit, it may not be worth the effort despite the advantages espoused by an enthusiastic provider. While e-mail can offer particular benefits, it must be remembered that it cannot replace entirely the complex interactio ns characterising, the teaching-learning process evident in face-to-face learning situations (Jakupec and Nicoll, 1994:217).

Project

Prior to beginning to attempt to establish a student support network using electronic mail, it was deemed necessary to gain some knowledge of what equipment students had access to, an understanding of possible uses in student support, knowledge of e-mail and their willingness to meet any financial cost. To gain this information, a survey was conducted.

Methodology

A questionnaire containing twenty-one questions was posted to two hundred distance education students located across four states of Australian. The students were randomly selected from current student enrolments. A reply paid envelope was provided as a means of increasing the return rate.

Ninety eight questionnaires were returned (22% male, 78% female). As this was a pilot project, no attempt was made to follow up non-returns to increase the return rate.

As with any pilot pro ject, the reliability and validity of the instrument at this point was not established.

Use in student support

Possible uses of e-mail in student support was gauged through a question using a similar format as used by Deakin University (1993:54). Table 1 indicates the prefer-red choice of services that could be provided using e-mail.

As seen in this table, a high proportion of respondents acknowledged the usefulness of the six suggested services that could be delivered. However, apart from the possibility of interacting with a tutor, many were not prepared to pay.

Through structured questions, the survey explored four areas identified earlier. For researcher interest, location as identified through postcode and gender were also sought.

Results and Discussion

The pilot analysis examined only the frequency of responses across all questions. While the survey did not provide a large data set, it produced some interesting preliminary indicators.

Computer eq uipment

Six questions dealt with the matter of equipment. Fifty-five percent of the respondents (N=54) indicated they had a computer at home, either an IBM PC or compatible (41%), Apple Mac (56%) or other not identified (3%). Of this same group, ninety-five percent (N=47) said their computer took 3_" disk, while three percent said 5_". The remaining 5% did not know the size of their disk.

Of the respondents with computers (5 or 9%), indicated they had a telephone modem. Among them, the e-mail software in use included Microsoft Mail, ProCom, Lotus Notes and Quick Mail.

In terms of access to equipment to use e-mail as a means of student support, this low level of equipment indicates that any project based on a high anticipation of equipment is unlikely to succeed.

Table 1: Preferred choice of services available through e-mail.

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Service delivered by E-Mail	Would likely pay to use this service	A useful service, but would not pay to use	Not useful, and would not use
Interaction with tutor re study materials	47%	48%	5%
Advice re courses, enrolment, etc	11%	56%	33%
Interaction with lecturer re study problems, etc	21%	55%	24%
Feedback from tutor on assignments	38%	57%	5%
Advice on library resources from university library	26%	63%	11%
Placing an order for an item available in a university library	26%	62%	12%

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Knowledge of e-mail

Of all the respondents, 49% indicated that they were aware of what electronic mail was. Of this group, 53% reported that they had access to the Telecom system Keylink, either through their school or through an Open Learning Centre (in Queensland). 9% indicated they only had access through an Open Learning Centre. The remainder indicated that they either had no access to Keylink or did not know what it was. Of those with access to Keylink, only 15% indicated it would be available for use to interact with others while 18% were unsure. Of the group who indicated they would have access, only 13% were comfortable with using it to interact with the researcher and other students. Only one respondent subscribed to a commercial network.

From the responses, it appears that the knowledge of e-mail among these students is not high. For some, while the technology is available, its use is likely to be limited.

Cost

Following on from the earlier question, the matter of cost was raised in two questions. Of all the respondents, 47% indicated they would be prepared to purchase or hire a modem and/or software. However, when it came to an actual cost, the Table 2 indicates their cost preferences:

Summary

In terms of the possibility of using e-mail as a means of providing one form of student support, this project produced disappointing outcomes. While the number of respondents was small, there is a strong indication that the availability of suitable technology, knowledge of e-mail, appreciation of its potential uses and preparedness to meet associated costs, are limited.

At the same time, the results provide a sober comment to the enthusiasts who claim that learners are ready to be involved in this form of support. Rather, it seems that considerably more work is needed, not only to educate the distance learner, but also to examine the infrastructure within one's institution as to the feasibility and possibility of the limited provision of certain equipment, for example, modems. While some institutions, for example, Central Queensland University, have already explored such alternatives, it is obvious that further work is required.

This i s even more critical if all students are unable to have equal access. It would be totally inappropriate to develop an electronic student support system if some students were disadvantaged due to lack of the necessary means of accessing learning experiences enjoyed by others particularly if this support system superseded existing systems.

References

Anderson, T. 1994 'Using the Internet for distance education and professional development', Open Praxis, 2, 8–11.

Bates, T. 1994 'Hello, technology! Goodbye, distance teaching institutions?', Open Praxis, vol. 2, pp. 5–7.

Deakin Univer sity. 1993 Electronic Facilities Network to Enhance Tertiary Open Learning Services. Report of a Project conducted for the Australian Department of Employment, Education and Training.

Gooley, A & Towers, S. 1993 'Open Learning centres: past present and future'. in Nunan, T. (ed) Distance Education Futures. Selected papers from the 11th Biennial forum of the Australian and South Pacific External Studies Association.

Hansen, N. and Gladfelter, J. (1995) Teaching graduate-level seminars using electronic mail: Creative distance education DEOS NEWS vol. 5, no. 1.

Healy, G. 1992 'Logistics to blow the mind: UK open learning guru', Australian Campus Review Weekly. July 9–15, p11.

Jakupec, V. and Nicoll. K. 1994 'Open learning: Politics or pedagogy ?', Distance Education, vol. 15, no. 2, pp. 217–233.

Jegede, 0. 1994. 'Distance education research priorities for Australia: A study of the opinions of distance educators and practition ers', Distance Education, vol. 15, no. 2, pp. 234–253.

McGregor, A.L. & Latchem. C.R. 1991 Networks for Learning, Report commissioned by the Western Australian Higher Education Council: Perth.

Miller, G.M. 1992 'Long-term trends in distance education', DEOSNEWS, vol. 2, no. 23.

Prebble. T. 1993 'A national policy on telecommunications and open learning: what chance in a deregulated environment ?', in Nunan, T. (ed) Distance Education Futures Selected papers from the 11th Biennial forum of the Australian and South Pacific External Studies Association.

Stewart, W.D.P. 1992 Teaching and Learning in an Expanding Higher Education System. Report of a Working Party of the Committee of Scottish University Principals. Edinburgh: Polton House Press.

Tierney, J. (Chair). 1994 Inquiry into the Development of 0pen Learning in Australia, Vol. 1, Canberra: Senate Printing Unit.

Wilson, V. 1994 'Developing the adult independent learner: Information literacy and the remote external student', Distance Education, vol. 15, no. 2, pp. 254–278.

Wright, S. 1994 'Research on selected aspects of learner support in distance educationprogramming: A review', DEOSNEWS, vol. 4, no. 3, pp. 59–70.