This project investigates how communication between e-distance learners and staff can be improved by presenting students with more learning opportunities and by enabling them to form a cohesive student community. The decision to investigate this area resulted from the findings of my group project, which indicated that students on the e-distance learning programmes in the School of English Studies felt that their learning experiences would be improved by having more communication with members of staff and students. Staff-student contact was made via email only, and students rarely contacted each other.

A series of case studies were set up to assess the forms of technology that could be utilised via WebCT. Discussion boards and chat rooms were designed and piloted, along with web lectures. Levels of participation were monitored over a three-month period. Students were then asked for feedback, via electronic questionnaires, on which methods of communication they found most helpful in enhancing their learning experiences and sense of community. The results demonstrated that whilst the discussion boards were useful, few students or staff were using them. The delay in responses often meant that the momentum of the discussion was lost. On the other hand, participation in chat rooms was far more varied and positively received. Learners felt that they could broaden the focus of their studies, and communicating in real time helped the development of knowledge and enthusiasm for the subject. However, it was problematic to set a time for chat rooms to take place. This was overcome by careful negotiation. Web lectures were also well-received, indicating that this medium was a popular and effective way of enhancing student learning experiences. However, student access to the technology required to view web lectures had to be guaranteed. Consultations were carried out to ensure that each learner could view the lectures. All of these tools are still proving to be successful.

In terms of general recommendations, the study has shown that using a variety of communication methods between staff and students greatly aids the teaching and learning experience. Those responsible for designing e-learning material should consider utilising all technological possibilities open to them in order to use a diverse set of communicative tools to improve the academic success of e-learners and enhance their enjoyment and enthusiasm. It is vital that evaluations of these new methods are carried out regularly to assess their effectiveness, whilst participation including discussion boards and chat rooms can be constantly monitored by staff.

In order to recommend that practice be changed, however, larger scale studies which test these tools of communication in a variety of departments across the University should be conducted. Learner feedback could also be gained more informally via chat rooms and discussion boards, and students’ communicative participation could be examined throughout the duration of their degree. The results of this study firmly indicate that improving communication with e-distance learning students is a very important area to monitor when engaged in e-distance learning.