Chapter 26: Learner Support Needs In Online Problem-Based Learning

It is widely acknowledged that attrition rates in distance education are generally greater than those in traditional higher education and may be as high as 50% (Moore & Kearsley, 1996; Ross, Morrison, Smith, & Cleveland, 1990). Distance learners tend to require more support than their classroom-based counterparts (Gibson, 1996, 1998), and support needs in distance education link directly to individual motivation (Osborn, 2001). Motivation is a key factor in any learning enterprise, and in distance education, it appears to be particularly crucial. Social isolation poses a significant problem for some distance learners, as does the reduction in motivation normally engendered within traditional student communities (Yorke, 1999). Motivation contributes to success, along with a number of other critical factors, including maintenance of attention and the will to complete; social support, including mutual encouragement, sharing of ideas, problems, and triumphs; and ready access to resources, the tutor, and the peer group. Lack of any will guarantee that online learning environments will not provide the easiest route to obtaining postgraduate qualifications.