DEOSNEWS Vol. 6 No. 3, ISSN 1062-9416.
Copyright 1996 DEOS.
Director of ACSDE and Editor of AJDE: Dr. Michael G. Moore.
DEOSNEWS Editor: Melody M. Thompson
 
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EDITORIAL
 
Although distant students share with on-campus students needs
relating to registration, advising, communication with faculty,
library use, etc., their life circumstances often impose constraints on
their ability to access services offered in the traditional manner. A
key component in the success of distance education programs is the
provision of student support services that are appropriate to the
unique needs of distance learners. In this issue of DEOSNEWS
Jolene Workman and Richard Stenard of Eastern Oregon State
College describe the College's support services for distance learners
and report on a study of the perceptions of Eastern Oregon students
and administrators regarding provision of distance education
opportunities and student support services.
 
 
STUDENT SUPPORT SERVICES FOR DISTANCE LEARNERS
 
 
Jolene J. Workman
Zabel Hall #247
Eastern Oregon State College
1410 L Avenue
LaGrande, OR 97850
jworkman@eosc.osshe.edu
 
Richard A. Stenard
stenardd@eosc.osshe.edu
 
 
 
INTRODUCTION
 
For more than fifteen years Eastern Oregon State College has made a
major commitment for delivery of distance education opportunities.
An average of 700 persons are enrolled each year in a variety of
course and degree programs sponsored by the College's Division of
Extended Programs and Regional Service. A major result of the
College's extensive experience with distance education has been the
development of effective support services which enhance the
student's instructional experience and academic success.
 
Like any successful educational venture, Eastern's student support
services for distance learners are modified and refined continuously.
Institutional and government policies and procedures change; new
student needs and interests emerge; and staff ingenuity responds to
expressed and perceived issues.
 
During 1991-93 Eastern was a participant in a statewide project
entitled "New Pathways to a Degree" funded by the Annenberg
Foundation. Eastern's major role in this project was to identify
specific student service needs of its distance learning students and
determine appropriate means for the delivery of these services.
Sixty students enrolled in distance learning programs were
interviewed on the Eastern Campus and regional centers operated by
the College in six other communities. The majority of the student
interviews were jointly conducted by the authors although demands
of schedules required that one or the other author conduct one-on-
one sessions at two different sites. The authors also met with
Center Directors as a group and individually. Other persons
interviewed included the clerical staff in the Extended Studies and
Regional Services office, the College switchboard operator, and
professional and clerical staff of the Office of Student Affairs on the
Eastern campus. All of the staff provided valuable insights in regard
to initial inquires about distance learning opportunities and student
requests and needs for services.
 
The student interviews were open-ended, but all included the
following questions:
 
1. What service needs do you have which are not presently
being addressed?
2. What services presently offered are useful and effective?
3. What problems do you have with existing services?
4. From whom do you seek assistance?
5. Do you have problems securing library and other learning
materials in a timely manner?
6. Do you feel you are an "Eastern Student"?
 
The characteristics of the College, its Division of Extended
Programs, and its distance education students create the
"institutional environment" in which the support services operate. A
brief description of this environment may be helpful in
understanding the results of this study.
 
Eastern Oregon State College is a four-year regional state institution
located in LaGrande, Oregon (population 12,000). The College
seeks to meet the educational, social, cultural and economic needs of
time- and place-bound students in the ten eastern-most counties of
Oregon, an area larger than Pennsylvania and occupied by fewer
than 200,000 persons. Eastern, Treasure Valley Community
College in Ontario, and Blue Mountain Community College in
Pendleton are the only educational institutions located in the ten
county area. The base of the College's operations is its 140 acre
campus in which 2,000 students are enrolled and more than 120
full-time teaching and administrative faculty and 100 support
personnel are employed. It is an institutional expectation that all
students (2,000 campus based and 700 distance learning) have full
access and use of all campus services.
 
Eastern's distance learning programs are directed by the Dean of
Extended Studies and Regional Programs who is based on the
campus in La Grande. In addition to the central office staff the
College maintains centers operated by center directors in seven
communities throughout Oregon: Portland, Enterprise, John Day,
Baker City, Pendleton, Ontario, and Burns. It is at the seven
external centers that many distance learning students conduct their
business with the College.
 
The distance learning programs range from external degree options,
to weekend colleges, to individualized study, to courses offered
using telecommunications. Oregon Ed-Net, the statewide
telecommunications system, was established in 1989 using state
lottery funds to provide instruction through interactive television and
computing. Oregon Ed-Net connects courses being taught from the
Eastern campus to a variety of sites in its sparsely populated service
area.
 
The students enrolled in Eastern's distance learning programs are
diverse, ranging in age from the early 20s to the mid 70s; the
"typical" students are in their mid-30s. Many of the students fall
within Campbell and Associates Type 5 classification of adult
learners: "Part-time students, employed full-time, signed up for one
or two courses, who spend a great deal of time in family activities
and have very little free time." An equally large proportion are
Type 1: "Full-time students who are not employed, spend more
than forty hours a week with their families, and have little free time"
(Schlossberg 1989, 5). Nearly all of the students have constraints
on geographic access to post-secondary educational opportunities.
Two community colleges and Eastern are the only higher education
institutions located within the 16,000 square miles of the 10 county
region. Students' previous educational backgrounds range from
nothing beyond high school or a GED to four-year college degrees.
"By the middle of the 1990's traditional college students -- those
who proceed directly from high school to enroll full-time in
undergraduate programs -- will be a clear minority of all students in
collegiate programs" (Policy Perspectives 1990, 1). This "new
majority" in higher education typify the distance learners at Eastern.
These students are highly motivated self-starters who have "stopped
out" (spent considerable time away from school) and who have
pursued their education over an extended period of time.
 
RESULTS
 
The results of the student interviews were remarkably consistent
from site to site and, for that matter, from student to student. There
is nearly universal agreement that the services required by the
students address five needs:
 
1. Clarity of programs, policies, and procedures to ensure
consistency for student planning.
2. Building of self-esteem.
3. Identification with the institution.
4. Development of interpersonal relationships with peers, faculty
and staff.
5. Accessibility to learning support services including library,
bookstore, computers, learning support services (tutoring, testing,
counseling, etc.)
 
Staff interviews, particularly with people who had frequent contact
with the students (clerical personnel, Center Directors, switchboard
operator), reinforced these findings.
 
CLARITY OF PROGRAMS, POLICIES, AND PROCEDURES
 
The greatest frustration expressed by distance learning students is
that they do not find consistency in their constant search for clarity
of institutional practices and requirements. A primary source of this
frustration is the frequent change of programs, policies, and
procedures promulgated by the College. While there is justification
and need for such changes, responsible administrators must give
explicit consideration to the impact upon distance learning students
when such changes become necessary. It is imperative that
frequent, timely in-service training be held for Center Directors to
assure that the information which they distribute to students is up-to-
date and accurate.
 
The most powerful barrier for the students in regard to the clarity
and consistency of campus practices and requirements is a lack of
campus culture. Distance learning students do not have frequent
contact with peers and are seldom in the campus "folklore pipeline."
It is, therefore, important that distance learning students be provided
with frequent orientation activities about campus practices and
requirements. A quarterly newsletter is an effective communication
device. There is a always a need for publications which provide
clear, comprehensible instructions and interpretations of institutional
practices and policies. Unlike their on-campus counterparts, distance
learning students are inclined to carefully read and study college
newsletters, manuals, and handbooks as evidenced by the the depth
of questions posed to center directors.
 
Establishing a campus culture for the distance learning student
should begin during the recruitment process. A very effective
recruitment/information activity held each year at Eastern's campus
is "Back to School Night." This event is scheduled just prior to the
beginning of each Winter Quarter and targets prospective non-
traditional students as its audience. The event includes a
presentation by the Director of Admissions about application
procedures and admission requirements; a speech by a current non-
traditional student about the apprehensions, trials and tribulations,
opportunities, and successes that the college experience presents;
and an opportunity for the prospective students to visit with campus
administrators in an information fair format about specific services
which the College offers in support of its students (counseling,
tutoring, financial aid, housing, testing, academic advisement,
career planning, etc.).
 
The on-campus "Back to School Night" now has been adapted for
the off-campus audience with an interactive televised presentation.
Approximately 50 prospective students from seven of the ten eastern
Oregon counties participated in the first presentation by
representatives from the student services staff. The program
included brief presentations about student services programs
available "at a distance" followed by a question and answer session.
A critical component of these sessions was extensive information
packets which were distributed at the Regional Centers prior to the
sessions.
 
Student evaluations of the first session were conducted at each of the
centers. The questionnaire, which was distributed to the 50 students
attending the sessions, included sections on the audio and video
reception of the program, the Ed-Net equipment and facilities
provided at the centers, the perceived importance of the information
presented, the interaction between and among students and center
directors, and the importance of the printed materials which were
distributed at the session. Each student participating in the session
completed and returned the questionnaire.
 
 
The results of the evaluation were very positive. Students rated
audio (68%), video (78%) and interactive qualities (78%) of Ed-Net
and the classroom environment (78%) as "good" to "excellent." The
student services presentations (90%) , printed materials that were
distributed prior to the session at each center (97%), and overall
rating for providing useful information (93%) were also rated
"good" to "excellent."
 
A similar interactive format was used to conduct an orientation
session for students interested in obtaining information about
Eastern's External Degree, including assessment of prior
experiential learning. The session combined prerecorded
presentations which were shown to students located at the regional
centers and an on-line interactive question and answer session.
Students at each center were asked to complete a questionnaire after
the session. The students were asked to rate the audio and video
reception of the Ed-Net presentation; the facilities and environment
at their respective center; the importance of the interaction with
fellow students, on-campus faculty, and the center director; and the
usefulness of the prerecorded presentations, the printed materials
and the session in general. Fifty-four students responded to the
questionnaire.
 
Student evaluations of the program indicated that the audio (95%),
video (95%) and interactive (87%) qualities of Ed-Net were "good"
to "excellent." Students felt the chance to interact with on-campus
faculty (79%) and to meet the local Center Director (87%) were
"very important" to "essential." The prerecorded segments for the
off-campus degree (94%) and assessment of prior learning (84%)
were also rated "good" to "excellent." These interactive sessions
were videotaped for check-out at the local centers by interested
students who were unable to attend the session. The question and
answer sessions have been summarized in a print format and are
distributed with the videotape and information packets.
 
The use of videotapes about specific programs, policies, and
procedures has proven to be very effective. For example, the
Director of the Learning Center created a video presentation of
Eastern's . All students must pass the Writing Proficiency
Examination as a graduation requirement and this creates a source of
great anxiety among all students. This taped presentation describes
the test, how it is administered, and the evaluation process. Copies
of the tape are available for check-out at each of the College's
Centers. The student response has been very positive and all Center
Directors report frequent usage.
 
Similar use of videotaped presentations are planned for topics such
as application procedures for financial aid, graduation requirements,
registration procedures, etc. A videotape about how students can
gain access to library services from distant sites will be particularly
valuable, according to the interviewed students and staff.
 
Colleges should not overlook the power of the telephone for
communication with distance learning students. One of the items
developed as a result of the study is a "Help: How to Get It"
telephone listing expressly aimed at the distance education student.
This single page document lists the names and telephone numbers of
College personnel who should be able to resolve difficulties and
answer questions for these students. As is the case with all such
resources, periodic revisions are required and should be done at
minimum on an annual basis. The fact that the "Help" card was
reprinted three times during the first year of usage indicates it has
been a well received and utilized by the students.
 
Of critical importance is the need for College personnel to be very
sensitive about the need to promptly return the students' calls. On
several occasions the students stated that they were very frustrated
by the failure of College personnel to return calls. Upon follow-up
with the personnel the breakdown was usually the result of
"telephone tag" rather than neglect. Contact with the appropriate
Center Director if the student is not available when the call is
returned has helped close this gap.
 
The Office of Extended Studies maintains a toll-free telephone
number for distance learning students. This relatively inexpensive
investment by the College has removed a powerful barrier for the
students -- the cost of long distance calls. It is inconvenient for some
distance learners to conduct their academic business during
traditional campus business hours. Messages can be left at any hour
on the Extended Studies voice message system. The Extended
Studies staff then follows-up with the appropriate campus office on
the next business day in behalf of the student and then relays the
information back to the student. A side benefit of this service has
been the increased knowledge by the Extended Studies staff about
the information needs and service bottlenecks for the distance
learning students.
 
BUILDING SELF-ESTEEM
 
Many of the students interviewed described their initial experience
with distance learning as frightening and intimidating. Tremendous
energy and time were required for them to overcome the fear of
failure and move toward the development of self-confidence in
pursuing their educational goals. As students develop this sense of
competence they become more efficient and effective as learners.
Arthur Chickering, in "Education and Identity," stresses the
importance of self-esteem (sense of competence): "Although sense
of competence does depend somewhat on how competent one is, it
also influences performance and the extent to which development of
competence is vigorously, persistently, and fruitfully pursued"
(Chickering 1969, 37).
 
An analogy perhaps best illustrates Chickering's point. When a
person inexperienced with construction builds something there is a
significant amount of time spent "looking and measuring"; such
interruptions can stop progress in its tracks. Once the person has
successfully completed such a project a similar venture could be
accomplished in a substantially reduced time period. Likewise,
students who have once gained confidence in their ability with the
process of learning are then able to devote more time and energy to
the content of a course and are therefore likely to have greater
achievement and satisfaction.
 
Schlossberg et al. (1989, 21-22) stress the importance of the "need
to matter" for distance learning students. Students must feel that
they and their needs matter to staff and others at the college. Our
interviews consistently supported Schlossberg's thesis of the
importance of "mattering" and its five components: attention,
importance, dependence, ego extension, and appreciation. One of
the students summarized the situation well by describing her
enrollment "as a lonely experience."
 
The most effective means of developing a sense of mattering on the
part of these students was face-to-face contact with staff. In most
instances, this contact was with the Center Director. The most
consistent positive feedback received from the students was about
their gratitude to the Center Directors. The Center Directors are the
cheerleaders, shoulders to cry on, and dependable contacts for the
students. Many students stated that they need strong personal
support when coping with setbacks. Faculty must also be
encouraged to provide positive feedback to the students whenever
possible and appropriate. A periodic note of encouragement or a
telephone call to the student can have monumental impact on a
student's self-confidence and motivation.
 
IDENTIFICATION WITH THE INSTITUTION
 
Distance learning students do not view themselves as members of
the College community. Much of the sense of being an outsider can
be attributed to students' infrequent presence on campus. It should
not, however, be assumed that these students are content with this
status. Without exception, the interviewed students expressed an
interest in having stronger ties with the college community.
 
A simple but effective way of enhancing a sense of citizenship is the
issuance of student identification cards. This is now being done at
all of the Extended Studies Centers. All students appreciate the
easier entry the ID cards have given them to facilities (library, gym,
college center) when visiting the campus, and some have found
them useful when visiting other nearby campuses. A few students
have also reported use of the cards to obtain discounts from local
merchants and special offerings for purchase of computers and
travel opportunities.
 
On the other hand, terminology used for campus based students is
not always appropriate or relevant for distance learning students.
An example is the use of the term "probation" by the financial aid
staff to refer to students who did not complete course work by the
end of an academic quarter. External degree students, for example,
are on an open entry/open completion calendar and, more often than
not, are not expected to complete work on a academic calendar
basis. To say that such students are on "financial aid probation"
because they did not complete credits each term has a negative
connotation and reinforces their sense of being outsiders. A
glossary of terms used in the campus culture is provided in the
degree orientation packets to help students understand how these
terms are used.
 
The issuance of the "Help: How To Get It" information card was
another positive step for campus identity. Occasional issuance of
inexpensive but visible items such as bumper stickers, lapel pins,
etc. are also helpful. Occasional celebrations of milestones for the
students at the Centers also effectively develop institutional identity.
Congratulatory letters for achievements from the Dean or President
contribute to a sense of belonging.
 
Four years ago Eastern created a chapter of Pinnacle, an honorary
organization for high- achieving non-traditional students. The
Center Directors have nominated several distance learning students
for induction and those selected have enthusiastically accepted
membership. It is very gratifying to witness the number of family
members of these students who attend the induction ceremony.
 
A simple means of keeping students taking courses by television is
to broadcast campus announcements. The College has developed a
local channel dedicated to campus announcements and this can be
transmitted before and after the class presentations. Special short
campus informational presentations could be developed for the
distance learners and could also be broadcast at these times.
 
 
DEVELOPMENT OF INTERPERSONAL RELATIONSHIPS
 
A major factor which assists students in building self-esteem and in
developing a strong identity with the institution is interpersonal
relationships with peers, faculty and staff. Without exception
students interviewed expressed their need for and interest in
establishing links with other students and faculty. Again, one
student summarized her feelings best by stating, "It (distance
education) is a lonely experience." When the students were asked
what aspect of their total academic program they enjoyed most their
consistent response was "The Weekend College," an on-campus
weekend with an accompanying post-weekend assignment/
examination. When asked why, they stated that the
personal contact with the faculty, staff, and peers not only was a
pleasant experience at the time, but also helped them through their
other work as well. It is reassuring to know that other students have
similar misgivings, frustrations, moments of insecurity, problems,
and uncertainties. It is also helpful for students to know that
completion of the program is a real possibility and that their personal
progress is equal to or better than the progress of their peers.
Personal contact with other students and faculty is a welcome
change from the solitary work of the other learning options available
to students at a distance.
 
The importance of residential opportunities such as the Weekend
College for distance learning students is evident and has been
reported in the literature. During the British Open University's
formative years, it was noted that summer residential experiences
created a strong renewal of confidence and commitment among the
students: "If the summer school does one thing more than any
other, it gives a new confidence to the students -- additional strength
to go back to their home-based studies" (The Times Educational
Supplement 1973, 6) Chickering urges that residential experiences
be created for all non-traditional and commuter students because of
the strong positive influences on the students personal academic
development (Chickering 1974).
 
Regularly scheduled peer support group meetings, often with a
social agenda, help students realize that they are members of an
academic community. There is strong value for students in knowing
that their peers are facing the same challenges, problems,
frustrations, and sense of uncertainty as they are. Students engaged
in portfolio preparation expressed a very strong interest in having
peer support groups meet on a regular (monthly) basis. A very
simple but effective means to improve peer communications and
support is to publish directories for individualized study and Ed-Net
"classes." These directories include the student names and
telephone numbers. Those who wish not to be listed are, however,
given an opportunity to prevent their inclusion in such directories
(e.g., by a check off on the course registration).
 
A number of successful peer activities have been established at the
initiative of the Center Directors. One Center Director created a
weekly study group for a set of classes that meets at 4:00 a.m. in her
home because that was the only time when everyone had the same
three-hour block of time to devote. Another Center Director created
a support group open to all distance learning students in the vicinity
who use the time to set up study sessions, share concerns, or simply
visit. Students at another center share pizza an hour prior to the
telecast of their weekly class. Whenever Campus officials visit
learning sites, social hours should be planned to facilitate student
visits with campus personnel and, perhaps more importantly, to
have the opportunity to socialize with their peers.
 
One need that must be addressed is the development of support
systems for family members of students. Occasionally students
mentioned that their spouses or children were frustrated because
they always seemed to be studying. Family members need to be
invited into the Eastern community circle. Orientation activities for
spouses such as potlucks, picnics, etc. might be helpful in
accomplish such a goal.
 
 
ACCESSIBILITY TO LEARNING SUPPORT SERVICES
 
The Eastern Oregon Information Network, a group of multi-type
libraries linked together through a computer-based information
delivery system, provides electronic mail, interlibrary loan, and a
regional list of serials; a CD-ROM Reference Center; facsimile
document delivery to remote sites; on-line data base searching
capabilities, and simultaneous remote searching. These are services
available to Eastern students, including distance learners, and to
members of the public through any public library in Eastern Oregon.
Interlibrary loan requests from within Oregon are transported by a
courier service which travels throughout the State on a daily basis.
 
The College's Bookstore received very favorable comments from all
students. The Bookstore personnel accommodate distance learning
students circumstances and needs. There is a genuine willingness to
be helpful and to do business by mail promptly. There is very good
communication between the Extended Education and Bookstore
personnel. Consistently the students expressed appreciation for the
promptness with which the Bookstore personnel responded to their
orders for books and materials. Students are encouraged to order
books by telephone and to charge the cost to a major credit card.
Telephone orders are mailed out on the same day.
 
It is possible, and likely to be effective, to provide learning support
services such as tutoring, study skill training, and supplemental
instruction by the use of interactive television or interactive
computing. Preliminary attempts with such projects indicate much
potential but the distractions created by the technology need to be
minimized. Too much time has to be given in training people to use
the technology, and the complexity of the processes discourage
participation.
 
The College offers math placement testing at each Center. Once the
test is completed it is sent to the Learning Center for scoring.
Results are communicated to the Center Director by telephone and a
written confirmation is sent by mail. This model can be used for
many other standardized tests with a modest level of training for the
Center Directors.
 
Distance learners have multiple career planning concerns and needs.
The interviewers quickly learned that it is foolish to believe that
distance learners, due to their age and experience, have well-
developed career plans as compared to traditional students at the
campus. Career counseling for these students assists them in
identifying realistic career goals and in developing the level of self-
esteem needed to achieve these goals. This process requires
considerable individual assessment and attention by professional
staff. It is not simple career exploration which can be offered in a
classroom setting. Confounding the career counseling process is the
fact that many of these students will remain place-bound upon
completion of their studies. Career counselors must have a
knowledge of work force opportunities in the specific communities
in which the students reside or that are within daily commuting
distance. Some collaboration with local business leaders by the
career counselors is absolutely essential if the students are to be
assisted effectively. Cooperative Education opportunities have great
potential for distance learners if such opportunities can be identified
and developed within reasonable proximity. Distance learning
students are eligible to receive job placement listings at no cost from
the Career Center on campus. Soon it is hoped that current position
listings can be broadcast on Ed-Net.
 
WORDS OF CAUTION
 
Basic telephone service is often more user friendly, less expensive,
and more effective than is interactive computing for providing basic
information about campus services. If students have to spend time
dealing with the means of delivery they are likely to stop using the
service.
 
Technology should always be viewed as a means of enhancing
personal service. Each student interviewed explicitly stated that
Center Directors were the most important source of service to them.
Consistently the students reported that they would have dropped out
if it were not for the patient support and effective intervention of
their respective Center Directors.
 
CONCLUSION
 
Distance learners are highly motivated, mature students. They are
relatively self-reliant as compared to traditional campus-based
students. It is erroneous to assume, however, that their level of self-
reliance means support services are not required for them. The
probability of their academic success is enhanced when services are
provided to clarify regulations, build self-esteem, improve campus
identity, create opportunities for interpersonal contacts, and provide
access to learning support services. Often such services can be
modifications of existing campus operations by the same
technologies utilized for distance delivery of instruction.
 
 
REFERENCES
 
"Boost for Students to Keep Them Going." 1973. The Times
Educational Supplement 3037. August 10: 6.
 
"Breaking the Mold." Policy Perspectives 2:2.
 
Chickering, A. W. 1974. Commuting Verses Resident Students:
Overcoming the Educational Inequities of Living Off Campus. San
Francisco: Jossey-Bass Publishers.
 
Chickering, A. W. 1969. Education and Identity. San Francisco:
Jossey-Bass Publishers.
 
Schlossberg, N. K., A. Q. Lynch, and A. W. Chickering. 1989.
Improving Higher Education Environments for Adults. San
Francisco: Jossey-Bass Publishers.
 
 
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