[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589359-105":59,"doc-detail-589359-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-framework-for-supporting-adults-in-distance-learning-case-study","A Framework for Supporting Adults in Distance Learning - case study","","A framework explains how effective learner support can be designed for mature, non-traditional adults studying at a distance, where geographical separation increases isolation. It argues that support should be planned at programme level by integrating academic and non-academic services across key stages: recruitment, enrolment, induction, study, and follow-up. The paper presents a case study of University College Dublin’s distance learning business degree, tracing how its learner support system evolved and why quality support drove satisfaction and retention.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-framework-for-supporting-adults-in-distance-learning-case-study/589359/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-framework-for-supporting-adults-in-distance-learning-case-study/589359.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is learner support central to distance learning for adults?","Question",{"text":112,"@type":113},"Distance learning separates learners and teachers geographically, which can intensify feelings of isolation. The paper argues that connectedness and programme-level support are critical to addressing adult learners’ distinct needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper categorize learner support?",{"text":117,"@type":113},"Learner support is categorized into two main types: academic support and non-academic support. Academic support targets content, assessment, workload, competency development, and independence, while non-academic support includes personal difficulties, maintaining interest, and social integration.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the case study focus on at University College Dublin?",{"text":121,"@type":113},"The case study examines how University College Dublin implemented features of effective learner support in its distance learning business degree programme. It highlights that the programme’s learner support system became increasingly sophisticated over time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589359,1792211505,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","A Framework for Supporting Adults in Distance Learning  \nlinda dowling and orna ryan  \nIntroduction  \nIn recent years, many ‘traditional’Higher Education Institutes (HEI’s) have been seeking to increase the participation of ‘non-traditional’ learners. In the context of this paper,‘traditional’institutions are those which mainly offer programmes on a full-time day basis for school leavers and ‘non-traditional’learners are mature learners, returning to education on a part-time distance learning basis. Distance learning can generally be differentiated from other methods of teaching and learning by virtue of the fact that geographical distance separates the learner and teacher with materials and/or various technologies used to deliver these programmes (Smith, 2004) . The increase in the number of non-traditional learners calls for innovative and complementary academic and administrative support strategies designed to meet the unique needs of these learners. Typically, learner support services within ‘traditional’ institutions are provided by a diverse range of offices. It can be argued that the needs of adult learners can best be planned, designed and managed at the level of the programme.  \nThis paper presents a case study of how the features of effective learner support have been implemented by University College Dublin (UCD) in the case ofits distance learning business degree programme. The case study presented is ofa programme established ten years ago and where the learner support system has evolved becoming increasingly sophisticated in its design over time.  \nThe Centrality of the Learnerin Designing Learner Support  \nOne way of conceptualising learner support and how systems might need to change to accommodate the needs of these learnersisto acknowledge the learn-  \ner as the starting point (Tait, 2000) . It follows, therefore, that course design, teaching methods, assessment and the overall learning environment must be considered with the learner and their learning in mind. Reasons for providing a range of learner support services of different types and at different stages of a programme include the need to assist with learner recruitment, the need to maximise learner retention, to provide for learners’ demands for support, to help in overcoming learners’ feelings of isolation and the need to nurture learners who may not have participated in formal education for some time (Mills, 2003; Rowntree, 1992; Simpson, 2002). One of the perceived disadvantages of studying at a distance is the geographical distance between the learners and the institution and the isolation that can be felt by learners as a result. Developing a sense of connectedness between the learners and the institution is a critical success factor for distance learning programmes (Dowling, 2006) .  \nDesigning and Managing Learner Support  \nThe development of appropriate learner support systems for those studying at a distance, starting with enrolment, through to induction and beyond has drawn widespread attention in recent years and represents a fundamental ingredient in the success, or otherwise, of distance learning (Kenworthy, 2003; Tait, 2000; Mills, 2003) . Tait (1995) presents a framework for the planning and management of learner support which includes an examination of who learners are, what their needs are, how their needs can be met, how services will be managed, how much the services will cost and how the effectiveness of the support services will be evaluated. Furthermore, Rowntree (1992) suggests that distance learners may need support before, during and after their programme.  \nOverall, learner support can be categorised in two ways: (i) academic support and (ii) non-academic support (Mills, 2003; Rowntree, 1992; Simpson, 2002) . Academic support includes, assisting learners with programme content and assessment, managing programme workload, assisting learners in developing appropriate learning competencies and helping learners become independent.","cbCaingaLVmEvqsT","https://ap.wps.com/l/cbCaingaLVmEvqsT","pdf",67324,"English","# Introduction\n# The Centrality of the Learner in Designing Learner Support\n# Designing and Managing Learner Support\n# Learner Support on the Bachelor of Business Studies (BBS)","[{\"question\":\"Why is learner support central to distance learning for adults?\",\"answer\":\"Distance learning separates learners and teachers geographically, which can intensify feelings of isolation. The paper argues that connectedness and programme-level support are critical to addressing adult learners’ distinct needs.\"},{\"question\":\"How does the paper categorize learner support?\",\"answer\":\"Learner support is categorized into two main types: academic support and non-academic support. Academic support targets content, assessment, workload, competency development, and independence, while non-academic support includes personal difficulties, maintaining interest, and social integration.\"},{\"question\":\"What does the case study focus on at University College Dublin?\",\"answer\":\"The case study examines how University College Dublin implemented features of effective learner support in its distance learning business degree programme. It highlights that the programme’s learner support system became increasingly sophisticated over time.\"}]","A Framework for Supporting Adults in Distance Learning - case study | PDF",1792067037,18]