Dear Editor,
I am writing this letter to introduce a student support system (SSS) for e-learning, called “SEPID.” The system, designed and implemented based on e-tivities five-stage model developed by Gilly Salmon,[1] aims to provide comprehensive support for students in their online learning journey.
Student support system (SSS) are essential components of successful online learning programs, encompassing both academic and nonacademic services in pre-course, during the course, and post-course periods.[2]
The lack of a strong and efficient SSS leads to feelings of loneliness and isolation, decreased motivation, failure, and dropout. Such conditions can affect the reputation and income of the educational institution. Simpson emphasized the significant implications of student support on student retention in open and distance learning (ODL).[3]
SSS models in ODL offer frameworks for designing and implementing support. Different models have different components, stages, strategies, and indicators. Floyd and Casey Powell’s,[4] Simpson’s,[3] and Salmon’s[1] models are examples. Choosing the appropriate model depends on factors such as student needs, institution resources and context, and program goals. Salmon’s e-tivities five-stage model offers an educational framework for supporting online learning activities. The model emphasizes on interaction and collaboration, and the creation of a sense of community in the online courses. Scaffolding, structured learning, socialization, and community building are the opportunities and resource constraints and need for an active and skilled facilitator are the challenges of using this model.[1]
The system “SEPID” has been developed and implemented in a step-by-step manner according to Salmon’s model and components and dimensions of SSS,[2] with each stage facilitated by an e-facilitator. It provided comprehensive support in various aspects including cognitive, emotional, and systemic support dimensions. It was implemented for a group of students in Medical Education and Learning Technologies School at Shahid Beheshti University of Medical Sciences. The implementation process involved providing students with access to each stage, along with detailed explanations and allotted time for completion. The gradual and guided nature of the implementation ensures that students’ progress through the system is in a structured and effective manner.
Furthermore, the system has been evaluated based on the Kirkpatrick model, focusing on the satisfaction and learning level.[5] The results of the evaluation have been promising, indicating high levels of student satisfaction and learning.
In addition to the implementation and evaluation, the system “SEPID” also incorporates a cascading mentoring process, involving the assignment of faculty mentors and near-peer mentors to new students. This mentoring system aims to provide guidance and support to students in their academic and research endeavors.
Overall, the system “SEPID” has shown great potential in enhancing the learning experience and academic success of students. We believe that its structured approach, guided implementation, and mentoring component make it a valuable addition to the student support landscape in ODL.
We hope that this introduction to the system “SEPID” sparks interest and consideration for its potential application in ODL institutions, and we are adequately prepared to develop and execute this system for other online institutions.
Financial support and sponsorship
No financial support and sponsorship.
Conflicts of interest
There are no conflicts of interest.
References
- 1.Salmon G, Nie M, Edirisingha P. Developing a five-stage model of learning in Second Life. Educ Res. 2010;52:169–82. [Google Scholar]
- 2.Ahmady S, Khoshgoftar Z, Toofaninejad E, Sohrabi S, Kalantarion M, Simpson O. Identifying dimensions and components of student support system in virtual learning: A scoping review. J Educ Health Promot. 2023;12:332. doi: 10.4103/jehp.jehp_146_23. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 3.Simpson O. Supporting students for success in online and distance education. Routledge. 2013 [Google Scholar]
- 4.Floyd DL, Casey-Powell D. New roles for student support services in distance learning. New Directions for Community Colleges. 2004;2004:55–64. [Google Scholar]
- 5.Liao SC, Hsu SY. Evaluating a continuing medical education program: New world Kirkpatrick model approach. (IJMESS) 2019;8:266–79. [Google Scholar]