Student Perceptions of Learning Support in Distance Education

Abstract

This paper explores the nature of psychological distance in distance learning and identifies some vital student support issues. Initial findings from a pilot study comparing the experiences of remote and local students (N = 30) are presented. Significant variance between genders was observed in expected support, with females generally requiring more than males. Individual differences in approaches to study also indicated a significant variance in expectations. No significant differences were observed between the expectations of remote and local learners. Although the sample size is small, and may lack statistical power, several key issues are raised which point the way for future research. A full study (N = 300), currently underway will be reported in a future article.