Problematic but Possible: Online Teaching and Learning in Post-registration Programmes

Addressing Heterogeneity

At the start of the programme, ensuring a degree of homogeneity in the student cohort was effectively worked upon by stipulating clear minimal pre-requisites for student enrolment. These included a certification of prospective students’ basic IT competences through ECDL certification¹. This was advantageous because the resultant significant evenness secured a favourable degree of cohesiveness across the group, which in turn accommodated discussion amongst its members. Such pre-course assessment, recognition and consideration of students’ individuality, particularly their background skills, understanding and experience with using technology in online programmes is widely advocated (Clarke, 2005; Concannon et al., 2005; Docherty & Sandhu, 2006; Milligan & Buckenmeyer, 2008). The latter also advocate giving plenty of information well in advance, ensuring that students understand rules and expectations, such as the need to log in regularly throughout the course, and the provision of pre-course orientation sessions. In particular, enhancing familiarity with the e-learning platform was considered crucial because technical difficulties are one of the reasons for poor student participation in online discussions (Hew et al., 2010).