4A: How to achieve success in guidance and support

If the correct levels and types of guidance and support are offered to learners participating in any form of e-learning, then the following benefits will be seen: higher retention, completion and attainment rates and higher levels of participation and inclusion in e-learning courses.

Learners need to have a wide range of learning opportunities identified when they receive information, advice and guidance (IAG) about available provision. E-learning needs to be part of the offer to learners and all of the people involved in referrals and guidance need to understand this. To ensure that effective systems for conveying this information are in place, successful providers:

• set up networks to share relevant information
• run demonstration sessions about e-learning for partners and employers
• use electronic methods of guidance and information alongside more traditional ways
• run taster sessions for learners to get them used to ICT and to demystify it
• run taster sessions for teachers.

Herefordshire and Worcestershire Hub Inspection Report

The Ufi has defined seven support roles that should be offered to learners:

• information provider/access enabler
• initial assessor
• advice and guidance provider
• learning facilitator
• ICT coach
• virtual online teacher
• learndirect product champion.

Roles 1, 2 and 3 give basic support to get the learner started on a course. Roles 4 and 5 give general support to the learner throughout their course and keep records of learner activity. Roles 6 and 7 give subject-specialist support. All roles may be delivered virtually and may be combined.

Adult Directions is one of the most commonly used adult guidance packages. It is a software program that suggests careers based on the individual’s work and personal experience. There is also an Internet version called Careers Match which learners can use online at: www.careersmatch.co.uk