Providing Learner Support in Digital Distance Learning: Considering the Human Factor
Abstract: Migrating all College activities to digital distance education brings a context where all activities become formal; thus, if something is not explicit and schedule on the online course, it does not exist. Faculty accustomed to reading students by direct observation in classes are missing those face to face sessions. This session shares methods for operationalizing and obtaining that missing information for the online-only college faculty. The formal nature of the digital course interaction does not render enough information for a faculty to assess the students' success conditions. By including simple additions to the digital course syllabus and activities, we could detect those students needing support and ensuring program completion. The current tools for analyzing students' success are commonly available at the Learning Management System (LMS) and consist of grades and students' course usage statistics. Some LMS will flag students at risk among those with low course usage and low marks. We propose complementing the LMS tools by including ad-hoc or pre-made testing to learn the students' social and psychological aspects to assess the students better and provide support interventions that are possible and effective in digital distance learning.