An assessment of support strategies used to facilitate distance students' participation in a web‐based learning environment in the University of the West Indies

Abstract

This paper reports on a study undertaken to analyse learner participation in an online teaching–learning environment in the distance education program of the University of the West Indies. In outlining the context of the study, special emphasis was placed on the role of the course coordinator and the site‐based technician in facilitating participation. The fact that the online teaching–learning component was being added to a mixed delivery mode was also noted. A key aspect of the study was the measurement of respondents' potential for interaction. This concept was defined as a set of communicative behaviours that students engaged in, or intended to engage in, on the discussion board. The behaviours were described as interactive since they were either inputs or intended inputs, into a two‐way exchange. Key issues emerging included the need to rationalize the functions of the various components of the delivery mix, to review the positioning of the course coordinator vis‐à‐vis the student, and to give more thought to generating instructional strategies that are more likely to facilitate learner participation.