Introduction
Small states have traditionally faced many challenges: lack of adequate financial resources, small population sizes and constant loss of population through migration. These invariably impact negatively on the ability of the territories to deal with their economic and social development. The effect is particularly strong in the area of education. It is a challenge for any one territory to independently put in place the quality tertiary education and training needed to provide
skilled personnel and at the same time satisfy the people’s need for social mobility through higher education.
One strategy that has been used successfully to address the problem is regional cooperation in tertiary education. The most notable examples are the University of the South Pacific (USP) and the University of the West Indies (UWI). USP began in 1968 and serves eleven territories while UWI, which began in 1948, serves fifteen.
Student Support with Particular Reference to Library Support:
The Case of the University of the West Indies Mona Campus Library
Evadne McLean
The University of the West Indies, Mona Campus Library
Abstract
Distance education is seen by many as the answer to people’s desire for lifelong learning that will help them to maintain their competitive edge, especially in a difficult socioeconomic environment. For most higher education providers, it is seen as the answer to their need to expand student access in order to maintain viability in the face of increasing competition and decreasing student enrolment. An overwhelming motivating factor for the University of the West Indies (UWI) is the need to make tertiary education accessible to the growing number of students in campus and noncampus territories without forcing them to leave their homes, jobs and families.
Most of the students engaged in this mode of learning have a different profile from the typical on-campus student, and face some disadvantages which must be mitigated for them to complete their studies successfully. Adequate student support is necessary, therefore, if distance learning is to be effective. Library support is a significant link in the student support chain. This paper looks at the nature of the library support being offered by the UWI Mona campus library and the challenges it faces in doing so. It also looks at the existing guidelines for library support and international practices in the field, with a view to determining the additional services the Mona library needs to implement in order to enhance its offerings.
A more recent strategy is distance learning. There are many definitions of distance learning. Rowntree (1992) defines it as, “learning while at a distance from one’s teacher – usually with the help of prerecorded, prepackaged materials. The learners are separated from their teachers in time and space but are still being guided by them.” Distance education has been greatly enhanced by the ongoing development of communication technologies and it is convenient for reaching students isolated by geographical barriers, distance, disabilities and other life circumstances. Johnson (1997) says not only does distance education play a democratizing role, but it can be focused towards specific issues. Distance education, however, is not the exclusive preserve of small island states. Throughout the world traditional and newer institutions of higher learning have been turning to this mode of education delivery. According to Koul (1992), “it is a total system in which development must embrace personnel, instructional materials and a delivery system of courses and programs, including necessary networks and student support services.”
This paper will look at the infrastructure of student support services and particularly library services, which are necessary for good quality distance education. Using the UWI Mona campus as a reference point, it will also look at some ways of advancing effective library support in small island states
What Is Student Support?
The literature on student support gives different views of this topic. Bailey (1987) uses the term “guidance” to describe the support service function. It involves a range of processes aimed at helping individuals become more self- reliant and more able to manage their own personal,
educational, and vocational development. Seven sub-processes are involved in the guidance concept: informing, advising, counselling, coaching, assessment, advocacy, and feedback to systems. She also states that guidance concentrates on personal growth and is based on normal human development, equal relationship and the belief that individuals have the capacity to help themselves. Croft (1991) divides student support into two broad areas – administrative and learner support functions. In this system, record-keeping, information provision, admission and registration, and library services are considered administrative support while counselling, tutoring and advising, residential schools and study groups are seen as supporting the learning process.
Student support has been greatly enhanced by the same technologies that have expanded the delivery of distance education. Audio, video and computer mediated communication support are now quite popular. Support should cover the pre course, during course and post course periods of a distance learner’s life.
Why Is Student Support Necessary?
According to Lalande (1995) students who study via the distance mode have particular disadvantages: isolation from other students, responsibilities to job, home, families and communities which may interfere with their studies, and problems relating to inadequate study skills, time management, learning style and career decisions. These put them at a higher risk than on-campus students for attrition, low grades, or decreased learning. It is precisely because of these characteristics that a range of adequate and timely support services is so vital. Rowntree (1992) points out that students without support are most liable to delay completion of a programme or drop out altogether.
Croft (1991) also notes that support services help students deal with the institution, augment the package of course materials, improve their educational experience, provide some extra assistance to weaker students, and provide counselling for those who have per sonal difficulties.
Student support is also an indicator of the academic quality of an institution and can therefore affect the marketability of a distance education programme. According to Peter Whitely (2000) “Distance learning programmes must be managed to safeguard both the quality of the student’s learning experience and the academic standards of the awards.”
Rationale for Library Support Services
The arguments proffered for student support are to a large extent the reasons for library support. This is so because the library is a vital part of education at all levels and modalities. Popoola (1992) states that “the library plays a central support role in educational programme and must be responsive to curriculum development, to group and individual learning needs and to changes in teaching methods . . . the library has an important role to play in helping to overcome problems, facilitate learning, and develop skills.” Jackson and Parker (1998) point out that the provider institution, the academic staff and the students themselves will all benefit from academic support to distance learners. They argue that university funding is more and more being linked to student numbers and based on efficiency gains, therefore institutions need to attract and retain students. The investment put into planning, conducting and resourcing courses is lost if courses are not successfully implemented. The quality of learning support services is also a necessary element in teaching quality assessment. Jackson and Parker also say that students’ success
reflects favourably on academic staff and that their career trajectory may be adversely affected if the courses they teach fail to attract students or have a high dropout rate. Finally, they posit that without support students may fail to realize their true potential or drop out all together. This would be a waste of valuable student time, financial loss for the students, and diminish prospects for employment.
Edge and Edge (1998) advance as a reason for library support the fact that the technologies that have expanded the delivery of distance education courses and the technologies that are providing library resources are converging in ways that argue the need for strong on-going partnerships between libraries and distance education programmes.
The literature points not only to the fact that library support is necessary but also addresses the important issue of equity between the services provided to distance students and those provided to on-campus students. Rodriques (1996) says, “The library needs of distance learners are not unique. They are similar to those of the on-campus students. Apart from the manner in which they are accessed, requested and delivered, the same resources are required, the same questions are asked and the same quality of service is expected.”
Kascus and Aguilar (1988) also support equivalency of service by arguing that since distance students pay the same or higher tuition fees they are entitled to services comparable to those offered to on-campus students and that traditional academic values should be maintained no matter where instruction is being offered.
Some Barriers to Library Support
Although there are strong views that institutions serving students who do not come to the campus
should feel obliged to provide them with access to the critical services needed for their research and study, for many institutions library support for distance learners is low priority. Speaking of the Third World, Watson (1997) identifies library support as the weak link in the critical support chain. Some distance education providers and librarians posit that distance students have all the learning resources they need – texts, workbooks and in some cases supplemental reading, so they do not need additional support. Burge, Snow and Howard (1989) express the view, however, that “it is unethical to deny learners access to information by encouraging the attitude that all the student’s information needs are in the course manual, or in a very small deposit collection sent to a few sites”.
Some librarians also hold the view that library support spoon-feeds and mollycoddles distance students, since in some cases the librarian does for them what they ought to be doing for themselves. The provision of literature research is often cited as an example. It is felt that when librarians execute searches for the students, they (the students) are deprived of the opportunity of developing research skills, which are life skills and that good research skills often relate to better scholarship and the latter to job success. There is also the view that employers will favour candidates who have more experience in this area. Additionally, the on-site students who are not similarly treated are at a disadvantage (Culpepper 1998).
Another reason for not providing service can be found in the observations of de Four (1997) and Lee (1999), who argue that many libraries see their role as maintaining and enhancing provision for on-campus students and are just beginning to come to grips with the needs and challenges of this newer group of students.
Fulcher (1999) also notes that when it comes to distance learning there needs to be much dialogue between librar y staff and course providers but that this has been lacking. This has led Rosenquist-Buhler (1996) to say that: “In order for universities to provide courses and programmes at a distance that are comparable to those offered on campus, libraries need to be a highly visible and active partner in the planning and implementation processes.”
Finally, library support provision is sometimes not implemented because there are those librarians who are protective of the library services provided for on-campus students and stick to their conviction that libraries should not venture to support distance students without added budgetary support from the parent institution. Dugan (1997) notes that lack of adequate funding to support distance education programmes can be a catalyst resulting in inequitable services between on- and off-campus students.
Service Models
Slade and Kascus (1998) have identified four basic models for providing library services to distance learners. One such is on-site collections and library resources at remote sites. In this model students have access to core reading for the courses taught. This is a very popular arrangement in Asia and other parts of the world. Another model com-prises inter-library cooperation, resource sharing, and students’ use of other libraries. This model is very popular in such places as the UK and the US. The third model, which involves the delivery of library materials from the main campus to students, is widely used in Canada and Australia where there are disperse populations. The fourth model they identify is one in which there are technologies that facilitate access of electronic sources of information from off campus. This model is becoming increasingly popular in the
developed countries such as the US, UK and Australia.
There are also models for the coordination of services to distance learners. There can be a department or unit dedicated to providing the services. In this case a librarian coordinates the function and is the main contact for students. An outstanding feature of this approach is the personalized service that it provides. The second is the integrated or distributed model. In this approach no one person is responsible for services to the distance learners. The students direct queries or requests to the reference desk staff and these are dealt with in the usual way. According to Heller-Ross (1999) the integrated approach brings all staff into the work of meeting the research and information needs of distance learners. The third is the branch campus model. It does not provide students with the range of services enjoyed by the on-campus students and at the same time the librarian is isolated from colleagues at the main campus.
Institutions should choose the model or mix of models that will give their students the best and comparable services to those offered to on-campus students. Ideally, services should consist of access to adequate facilities, adequate funds, core collections, professional library staff and supplementary materials.
Distance Education at UWI
Background
In 1983 the UWI began experimenting with distance education as a strategy to better serve the noncampus territories. Today, the university is a dual-mode institution offering tertiary education face-to-face on campus, in collaboration with tertiary level institutions (TLIs) and via distance education technologies. Distance education courses are offered in the areas of management,
education, accounting, economics and public administration. The methodologies used are audio-teleconference with campus lecturer; self-study texts with course guides and in some cases supplementary readings; tutorial sessions using the audio-teleconferencing system; and/or local face-to-face tutors. Audio and videocassettes may also be used to provide support.
The UWI comprises three campuses namely: Cave Hill, Barbados; St Augustine, Trinidad; and Mona, Jamaica. For the purpose of distance education administration, distance learners are assigned to one of the three campuses according to their geographical location. The Mona campus, for example, is responsible for those in Jamaica, and these are to be found at ten intra-island sites, as well as those in the Bahamas, Belize, Cayman and the Turks and Caicos Islands. A site coordinator and an administrative assistant administer each distance education site. The UWI Distance Education Centre (UWIDEC), with headquarters in Barbados and offices on the St. Augustine and Mona campuses, coordinates the distance education service on behalf of the University. As an institution serving small island states, the educational goals of the university are constrained by all the challenges that face these territories. Nevertheless it must engage in those activities which are necessary to preserve the quality and standard of its distance education programmes. One of these is the implementation of student support with its important component of library support. If it does not, it will face many problems, including that of losing its students to its competitors. One of the challenges facing the programme is small enrolment resulting no doubt from small population sizes and competition. This means insignificant tuition returns and lack of economies of scale. For the academic year 1999/ 2000, a total of 2,215-distance education students registered with the university. Of this number, Cave
Hill accounts for 1,054, St. Augustine 297, and Mona 864 (Registry, April 2000). There is also the problem of lack of adequate financial resources. Contributing territories, reeling from the effect of decline in ke y productive sectors, are sometimes unable to adequately fulfill their financial obligation to the university. In Jamaica, for example, the government budgetary allocation to the education sector moved from $17.4 billion to $18.37 billion, an increase of only 10.1 percent. One can surmise that allocation to the university would be way below what is required.
Distance Library Support at the Mona
Campus, Jamaica
The UWI Mona Campus Library
The Mona library has 502,000 volumes, including 7,599 current and 6,260 non-current periodicals in the main and two branch libraries. Automation of its catalogue is still in progress. The catalogue can be accessed off-campus via the World Wide Web. Users can access in-house databases and Web databases, as well as CD Roms, Internet services, electronic journals and printed reference sources. The library acknowledges its responsibility to the UWI off-campus clients and has identified a number of services to meet their information needs. These by no means give the distance learners comparable services to those offered to on-campus students, but are a step in that direction. Most of the services are provided from the main campus and are integrated into the campus library services. However, there is a librarian with responsibility for the coordination of the services.
Local tutors have reading and reference privileges when they visit the campus library, while distance students have access to all the library services offered by the library, if they are able to visit. If they cannot visit, they have access to:
• A designated contact person • Interlibrary loans
• Photocopies and document delivery • A small on-site collection
• User education
Designated Contact Person
Site coordinators, administrative assistants, students and local tutors may fax, e-mail (there is a dedicated e-mail address for distance students), telephone or mail requests and queries to this person, who they know by name and who will ensure that they receive the material requested in as short a time as possible. This service can be implemented without incurring extra cost to a library that does not have a large distance clientele and perhaps no extra budgetary allocation for distance students. The person so designated can carry out other library functions as well.
Interlibrary Loan
Through their site coordinators, distance learners, as well as local tutors, may borrow, for one month, books from the main collection. These are sent to the site coordinators by courier. Site coordinators/ administrative assistants are responsible for the return of the books to the main campus.
Small On-Site Collection
This is a collection of key texts, which students can access at the UWIDEC sites. There are also past examination papers in addition to copies of articles that are recommended readings. Site coordinators are encouraged to preserve these collections, as financial constraints do not allow for unnecessary replacement.
Photocopies/Document Delivery
UWIDEC sites may request photocopies of journal articles or book chapters from time to time. These are also dispatched to the sites by courier.
User Education
This refers to various types of library skill programmes, including bibliographic instruction. When they visit the campus, students may request personalized user education. However, some amount is given at orientation. A brochure giving information about the library services is also given to each student at the beginning of each academic year.
Challenges
It has not been easy providing even these basic services. Some of the challenges arise at the level of course providers. Reading material may be needed where students are without readers and study guides or may just need a greater breadth of knowledge of their area of study. However, it is sometimes difficult to get guidance from some course providers as to relevant supplementary reading. Secondly, it is sometimes not easy to obtain information to satisfy a query or request from a student because a response to a telephone call, e-mail or fax may not be prompt or fails to materialize.
Other concerns are at the level of site administrative staff. Their substantive commitments prevent them from giving full attention to the distance learners’ business. Telephone calls are sometimes not returned and in many cases there is a lack of response to queries and requests for information. The on-site collec-tion may not be properly monitored and items may disappear. Despite the effort to fulfill requests in a timely manner, students sometimes do not get the items requested, as the packages may not be opened promptly. However, this situation should gradually improve as full-time admin-istrative assistants are now in place at the sites. A challenge at the level of the library is that requests from sites for some kinds of resources
may not get a timely response as administrative procedures, instituted by the university to monitor spending, could delay this. Secondly, there may be considerable delay between the ordering and receipt of material requested by sites.
Finally, public libraries and other tertiar y institution libraries do not have the academic resources required by UWI students. As a consequence, the UWI library cannot engage in interlibrar y cooperation as a means of supplementing its academic support to its distance learners and must therefore provide all the academic support required by its students.
What of the Future?
Despite the challenges, the future should be a bright one for distance learners of the Mona campus. As the distance education sites receive Internet service, students will be able to access from their sites a mixture of both paper-based and Internet-based resources. Prior to this, however, the library will conduct a user survey to determine the services that meet the students’ needs most effectively. The end result will be a truly client-centred library service to distance learners.
Conclusion
A critical infrastructure of distance education is student support. This involves many elements, including library support, to which all distance learners whether in small states or elsewhere are entitled. The support services they receive should be comparable to those given to on campus students so that they (the distance students) will be properly equipped to compete in the global marketplace. The Mona library will play its part in order to make this a reality for the distance learners it serves.
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