External Studies has been in operation at Goulburn College of Advanced Education for ten years (1970 - 1980). During this time nearly 1,800 students have been involved in the external programmes. Over half of these students have not completed their studies. This field-study is an attempt to document the actual drop-out rates for the various programmes and to compare the results obtained with statistics available from other tertiary institutions in Australia and overseas. Factors such as student age and sex as related to achievement and time of withdrawal are investigated. The statistics are largely drawn from student files and a questionnaire distributed to a sample of external students. The main thrust of the study is to ascertain the reasons for student withdrawal in an attempt to reduce the attrition rates in the future. Drop-out was found to be the result of a number of contributing factors rather than deriving from any particular reason. The field-study shows that drop-out rates at Goulburn are somewhat similar to those experienced by other tertiary institutions, but that the attrition rate during the first semester of study is excessive.

This research examines the reading and information needs of undergraduate distance education students at Curtin University of Technology and the academic library's role in meeting those needs. Twelve undergraduate units offered at Curtin in second semester were selected as the prime units of this research. The research was conducted in three phases in 1996. First, the documents supplied to the distance education students were examined to determine what reading was specified and/or suggested to the students. Next, the unit co-ordinators responsible for the units were interviewed to find out what reading and information literacy expectations they held for their distance education students. Finally, the non-metropolitan area students enrolled in the units were interviewed to find out if they felt they could complete the units using only supplied readings and prescribed texts. They were also asked about obtaining resources through Curtin University Library and Information Service or other sources. Their use of telecommunications and computers was also examined.This research found there were as many models of the practice of distance education as there were units surveyed. There was a high degree of agreement between the unit co-ordinators and students on the possibility of completing their associated units using only the supplied reading plus the textbooks. The students could not complete their units using only the supplied reading but many could successfully complete units using the supplied reading and set texts.Although all students were using computers there was a significant difference in the number of students that had access to a computer linked to telecommunications and the number of students that were using this access. Only a small proportion of the students used this facility to access the Curtin Off Campus Library Services.There was a lack of knowledge by ++ / students of the services and resources that were available to them. Responses from students indicated they were not effectively informed about the services and resources available to them. This lack of knowledge of existing services pointed to a need for improved marketing of the services to this group of students. An improved level of co-operation between the library, the unit co-ordinators and the University Distance Education Service is recommended to address some of the issues raised in this research. This co-operation should include working with academic staff in unit and course design and a review of the promotion of all services to distance education students

Student assessment and feedback is not new to open and distance learning (ODL) but there is a paucity of empirical evidence as to its effectiveness in improving the performance of students and institutions. The objective of this study was to identify key aspects required to optimise feedback in ODL. In various studies, feedback has been heralded for its key role in the improvement of student learning. However, there are on-going expressions of uncertainty about whether assessment feedback is indeed delivering this potential, particularly in ODL mode. Against this backdrop of uncertainty and circumspection, this study offers a critical reflection on assessment feedback with particular focus on ODL. This case study was undertaken using semi-structured interviews with the students, which were conducted to explore and extrapolate their experiences and views on feedback. Focus group interviews with tutors were also conducted to provide an in-depth understanding of participants’ experiences and perceptions. Document analysis was used to make informed recommendations. The study recommends that creating an effective assessment programme, developing criteria, guides, exemplars and models; discussing and refining them and communicating them to students and their staff — will have a positive impact on the workload for staff with coordinating responsibilities. It is recommended that a student charter be devised to lay out student expectations alongside the expectations of an ODL institution. Such a student charter will ensure that both tutors and students know what is expected of them during the feedback giving and receiving process. My findings offer a deeper understanding of the assessment of code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in an ODL context. It is envisaged that the research findings will assist ODL practitioners with decisions related to assessment and feedback. There are clear implications for staff in ODL institutions to encourage changes in feedback culture. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)